Greencoat Nursery - Bearwood

Greencoat Nursery - Bearwood

Unique reference number (URN): 2829277 Address: 143 Sandon Road, Bearwood, Birmingham, B17 8HA Type: Childcare on non-domestic premises Registered with Ofsted: 11/02/2025 Registers: EYR Registered person: Greencoat Nursery CIC

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Most children approach their learning with enthusiasm and engage positively in the experiences available to them. They explore the resources and provision with interest, make choices about their play and participate in activities alongside their peers. Through regular conversations, stories and adult interactions, children continue to develop their communication and language skills, increasing their confidence to express their ideas, needs and interests.

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Achievement Expected standard

Children begin to recognise and talk about their emotions through daily routines and supported discussions. They are developing strategies to manage their feelings and are beginning to regulate their behaviour with guidance from staff. These experiences help children build the social and emotional skills needed for future learning.

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Achievement Expected standard

Although teaching and provision support children's learning effectively in many respects, they are not consistently adapted to reflect children's individual developmental stages and emerging skills. As a result, some children do not always receive the appropriate level of support or challenge to help them achieve as much as they can. Overall, children develop the knowledge, skills and confidence they need to move to the next stage of their learning.

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Behaviour, attitudes and establishing routines Expected standard

Children benefit from established routines that provide consistency and help them feel secure throughout the day. Staff know the children well and develop positive relationships that support their emotional wellbeing and engagement. They act as positive role models, demonstrating respectful interactions and promoting clear expectations for behaviour. As a result, children develop confidence and independence when selecting resources and participating in activities.

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Behaviour, attitudes and establishing routines Expected standard

Children's behaviour is generally positive. Staff manage behaviour calmly and consistently, using praise to reinforce expectations and acknowledge children's efforts. They adapt their interactions to meet individual needs, helping children regulate their behaviour and remain engaged in learning. Staff encourage children to take turns, share resources and cooperate with one another. However, opportunities to further develop these social skills across the daily routine would enhance children's understanding of positive relationships.

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Behaviour, attitudes and establishing routines Expected standard

At times, low-level disruption occurs, particularly when children have limited opportunities for sustained physical activity or experience extended periods of waiting during transitions. These factors reduce children's engagement and occasionally lead to inappropriate behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Clear procedures are in place to monitor attendance and punctuality. Staff communicate to parents the importance of regular attendance and arriving on time, promoting continuity in children's learning and daily experiences.

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Children's welfare and wellbeing Expected standard

Leaders place children's wellbeing and welfare at the centre of the provision and create an environment that supports healthy lifestyles and emotional security. Staff provide healthy snacks, milk and fresh drinking water throughout the day. They work in partnership with parents to encourage nutritious packed lunches and share information about healthy food choices through the setting's website, helping families promote healthy eating at home.

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Children's welfare and wellbeing Expected standard

Staff implement effective hygiene routines, including handwashing and nappy changing procedures, to support children's health. Children understand the importance of washing their hands, brushing their teeth and maintaining personal hygiene. They demonstrate this knowledge during activities, such as cleaning large model teeth, where they discuss how often they should brush their teeth and the length of time needed to keep them clean. Staff encourage children to develop independence by serving their own food and pouring drinks at mealtimes. They also work closely with parents to ensure consistent approaches to toileting and eating routines.

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Children's welfare and wellbeing Expected standard

Staff support children's emotional wellbeing by providing opportunities to explore and discuss feelings. They use stories and daily circle times to help children recognise emotions, express their thoughts and develop empathy for others.

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Children's welfare and wellbeing Expected standard

Opportunities to promote physical wellbeing remain more limited. The current use of the outdoor area and the range of activities available do not provide sufficient opportunities for children to develop their gross motor skills through regular, active physical play.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that reflects all areas of learning and identifies what they want children to learn over time. They place communication and language at the heart of the curriculum. Staff engage children in conversations, model new vocabulary, ask open- ended questions and encourage children to think, recall and express their ideas. They also support children who speak English as an additional language, promoting the development of spoken English through meaningful interactions.

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Curriculum and teaching Expected standard

Staff help children recognise and discuss their emotions through daily welcome sessions, stories and conversations. They share stories and rhymes throughout the day, helping children develop listening skills, vocabulary and a love of books. Mathematics features across the curriculum, and leaders have enhanced mathematical experiences while staff undertake further professional development to deepen their practice.

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Curriculum and teaching Expected standard

Children access a small outdoor area that currently offers limited opportunities to develop a wider range of physical skills. Resources do not consistently encourage climbing, balancing, exploring or learning about the natural world. Indoors, staff provide activities to develop fine motor skills. However, these do not always reflect children's differing ages and stages of development. As a result, some children find activities too challenging and do not build skills through appropriately sequenced experiences.

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Inclusion Expected standard

Leaders understand the importance of inclusion, and staff receive guidance from an experienced special educational needs coordinator. From the time children join the setting, staff work closely with parents to gather detailed information about each child's interests, development and individual needs. They combine this knowledge with their own observations to plan experiences that help children make progress.

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Inclusion Expected standard

Staff support families and children who speak English as an additional language by using translation tools, introducing key words in children's home languages where appropriate and promoting the development of spoken English through meaningful conversations and daily interactions.

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Inclusion Expected standard

Leaders have responded effectively to children's medical needs by arranging specialist training for staff and implementing appropriate care plans. Staff receive ongoing support to develop targeted plans for children with identified needs, reviewing these regularly to evaluate progress and make any necessary adjustments. When additional expertise is required, leaders engage with external professionals, including the local authority, to secure appropriate advice and support.

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Inclusion Expected standard

During activities, staff adapt their interactions to respond to children's differing needs. However, the use of additional resources, adaptive strategies and planning to meet the varying ages, stages of development and individual learning needs of all children is not yet consistent. As a result, some children do not always receive the most effective support or challenge throughout their learning.

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Leadership and governance Expected standard

Leaders demonstrate an understanding of the setting's provision through ongoing reflection and evaluation. They identify areas of effective practice alongside priorities for further development and have established plans to build the staff team as the setting continues to develop. Leaders monitor planning, assessment and the learning environment regularly, providing constructive feedback that is helping to embed consistent expectations across the team. Clear safer recruitment procedures and comprehensive induction arrangements ensure that staff understand their roles and responsibilities from the outset.

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Leadership and governance Expected standard

Leaders have introduced a structured supervision system that supports professional development, staff wellbeing and workload management. They ensure that all staff complete mandatory training and encourage participation in professional development linked to identified priorities. For example, staff have recently completed a national mathematics training programme, which is beginning to enhance the quality of mathematical experiences available to children. Leaders maintain an accurate training matrix to monitor statutory requirements and identify future training needs.

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Leadership and governance Expected standard

The staff team is becoming increasingly established and is developing collaborative ways of working that contribute to a consistent approach across the setting. Staff build positive relationships with parents and carers through regular communication and the sharing of information about children's learning, care and attendance. The setting's website reinforces the importance of regular attendance and punctuality. Leaders know their community well and work proactively with families by signposting them to relevant support services, including English language classes for parents who speak English as an additional language. Parents speak positively about the setting, valuing the daily feedback they receive and the workshops that help them support their children's learning at home.

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What it's like to be a child at this setting

Children arrive happily at this welcoming nursery and settle quickly into the familiar daily routine. Warm, caring relationships with adults help them feel safe, valued and ready to explore. Staff know each child as an individual and respond thoughtfully to their interests and needs, helping children develop confidence and a sense of belonging. Children build positive relationships with their friends as they play together, share resources and take turns. Adults encourage conversations and support children to express their ideas, helping them develop social skills and communicate with increasing confidence. Children respond positively to guidance and enjoy taking part in shared activities with their peers.

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What it's like to be a child at this setting

Children move independently around the environment and choose from a wide range of interesting activities and resources. They become increasingly independent as they make decisions about their play, manage simple tasks and develop self-help skills. Many children listen to stories and join in with familiar rhymes, showing enjoyment and developing their language and listening skills. Creative experiences inspire children to explore different materials and techniques. They use paints, paper and other resources to create butterflies and proudly talk about their artwork, sharing their ideas with adults and friends. Older children access activities that help them develop the knowledge and skills they need for their next stage of learning, including their transition to school.

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What it's like to be a child at this setting

Children who speak English as an additional language receive thoughtful support from staff. Adults use translation tools, introduce key words in children's home languages and signpost families to community services. This helps children and families feel included and enables children to participate fully in nursery life. Parents value the care and support their children receive. They appreciate the regular communication from staff, feel informed about their children's progress and trust that their children are safe, happy and well cared for throughout the day.

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Address:

143 Sandon Road Bearwood Birmingham B17 8HA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Greencoat Nursery CIC

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 15:00

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Next steps

Leaders should strengthen opportunities for gross motor development and enhance the outdoor environment with engaging, challenging experiences that build coordination, balance, strength, confidence and children's overall physical development. Leaders should further develop the provision to ensure that activities are consistently adapted to meet children's ages and stages of development, with particular attention to the needs of younger children.

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About this inspection

The inspector spoke with leaders, staff, children and parents during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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