Green Hedges Day NurseryOfsted report card, 17 Sept 2026

Green Hedges Day Nursery

Unique reference number (URN): 400109 Address: 13 Crown Crescent, Scarborough, North Yorkshire, YO11 2BJ Type: Childcare on non-domestic premises Registered with Ofsted: 04/09/2000 Registers: EYR Registered person: Kids & Co. (Scarborough) Limited

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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

All children, including children with special educational needs and/or disabilities and those who face other barriers to their wellbeing, typically make progress across the various areas of learning. They develop a range of skills that support their independence. For example, children learn the importance of washing their hands and develop skills, such as zipping up their coat. This helps them as they prepare for their next stage of learning, such as school.

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Achievement Expected standard

Babies build from crawling to pulling themselves up on furniture. They also develop a range of skills that will help them as they move through the nursery. For instance, at mealtimes, they learn to use a spoon to feed themselves. Children of all ages show curiosity in their learning, They are motivated to try new things and immerse themselves into a range of activities. They are confident to take calculated risks, such as walking across balance beams unaided.

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Behaviour, attitudes and establishing routines Expected standard

Staff and leaders generally have high expectations for children's behaviour. These expectations typically consider individual children, including those with special educational needs and/or disabilities. Staff remind children of their 'golden rules' during circle time. This helps to embed these further. Children's behaviour is mostly supported well throughout the day. However, at times, expectations differ across the nursery and some individual behavioural requests are not followed through. This means that children are not always clear about the boundaries and expectations.

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Behaviour, attitudes and establishing routines Expected standard

Staff model and praise kindness and respect for children, who typically display these behaviours in their daily routines. For example, children ensure all their friends have a chair to sit together around the table. Children form positive relationships with staff and are confident to go to them for reassurance.

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Behaviour, attitudes and establishing routines Expected standard

Children generally display positive attitudes to their learning and confidently make choices. At times, they take control of their own play. For example, they play a game independently that has been playing during circle time. They work with each other to complete the actions and take turns. Leaders promote a positive approach to attendance. They follow up any absences with parents and carers. This helps to keep children safe and means leaders can follow up on any patterns of non-attendance.

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Children's welfare and wellbeing Expected standard

Leaders have established effective and inclusive strategies to support children when they first start attending the nursery. For example, the length of settling-in sessions is built up over time. This is reviewed for individual children and in partnership with parents and carers. Staff work with families to help identify the best time for them to move rooms. They then support children with these transitions on an individual basis. Following the last inspection, leaders and staff have implemented new hygiene practices. They have installed new sinks within some rooms and ensured other rooms have continued access to running water. This helps children to develop positive handwashing routines.

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Children's welfare and wellbeing Expected standard

The provider has notified Ofsted about a breach to the early years foundation stage requirements in relation to safe eating. They have taken appropriate action to review their policies and procedures when managing children's allergies. The new policies and procedures are well embedded and followed to ensure children remain safe at mealtimes.

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Children's welfare and wellbeing Expected standard

Staff have ongoing conversations with parents and carers about children's individual care needs. For example, as children are reducing their daytime sleeps, staff work with parents to ensure a collaborative approach. This helps to ensure children get adequate rest and sleep relating to their individual needs. Leaders and staff typically work with parents to ensure they meet the needs of children with special educational needs and/or disabilities and those with other barriers to their learning.

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Curriculum and teaching Expected standard

Leaders have recently developed the curriculum to ensure it is well sequenced. It focuses on a range of skills they would like children will learn before they go to school. For example, staff support children to recognise their name and display images alongside children's names on their pegs where they keep their belongings. Images are removed as children get older, helping children begin to recognise their written name. Staff ensure resources, such as jigsaws, build in complexity as children move through the nursery.

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Curriculum and teaching Expected standard

Leaders ensure the curriculum is typically well implemented throughout the nursery. Staff place a sharp focus on supporting children's communication and language skill. They skilfully use spoken language alongside some sign language, within activities and everyday routines. This helps to develop children's language, especially for those who are pre-verbal or non-verbal. Staff model a range of words and support children's imagination. For example, during a play-dough activity, staff ask questions such as 'can you roll it?' They also model new words, such as 'squeeze' and 'antennae'. Staff support children's mathematical skills through play. For example, during play, staff support children to count the legs on pretend insects. This helps to embed children's early understanding of number.

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Curriculum and teaching Expected standard

Staff complete ongoing assessments. This helps them to identify children's next steps in learning and plan opportunities for them, Teaching across the rooms is generally effective. Staff plan a range of activities which typically have children's individual next steps and learning outcomes in mind. Staff know children well and what they need to work on next.

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Inclusion Expected standard

Leaders and staff identify children who may require additional support, through regular and ongoing assessments. Staff typically have appropriate understanding of how to support children with special educational needs and/or disabilities (SEND). They are familiar with children's individual targets and how they can support these on a day-to-day basis.

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Inclusion Expected standard

Staff gather information from parents and carers on an ongoing basis, particularly where they have concerns around a child's development. They work with parents to ensure any guidance from external agencies is followed within the nursery. This helps children to continue to make progress, taking into account specialised support. Staff know children well and recognise when there may be barriers to children's learning and/or wellbeing. Staff work closely with social workers and attend multi-agency meetings where necessary. This helps to ensure a collaborative approach to children's wellbeing.

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Inclusion Expected standard

Leaders typically have a clear oversight of children with SEND and how they can be supported. However there have been some recent staff changes and challenges. This means there have been recent changes to those who have oversight of SEND and those who work directly with children with SEND. While children have still typically been supported in the rooms, the oversight of this has not been robust and there are some inconsistences in the level of support available to some children. As most staff know children well, this has not had a significant impact on children's learning and they continue to make progress.

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Leadership and governance Expected standard

Leaders typically understand the nursery's strengths and areas for ongoing development. They are reflective and acknowledge where changes can be made within the provision, such as the consistency of support for children with special educational needs and/or disabilities. Leaders learn from any incidents and take swift and effective action. For example, they have made changes to how allergies are managed following a breach to the requirements in relation to safe eating.

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Leadership and governance Expected standard

Leaders have made changes to the curriculum to ensure it is well sequenced. They continue to monitor the quality of teaching through regular observations of practice. This helps to drive improvement and provides staff with feedback on their practice. Staff report that they feel well supported by leaders and receive regular supervisions that provide them with helpful coaching. Staff receive a range of training, both online and through face-to-face training days. Leaders follow up with staff to ensure this training has been understood and is embedded into their practice.

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Leadership and governance Expected standard

Leaders have made improvements since the last inspection to ensure there is a consistent flow of information between parents and carers and the nursery. Staff keep parents informed of their children's day through an online platform. This helps to strengthen parental partnerships. Following the last inspection, leaders have further developed the processes to communicate with other early years settings that children may attend. This helps to ensure a continuous and collaborative approach for children. Home-learning bags and activities help parents to continue children's learning at home. This is valuable to families, particularly throughout the summer holidays, when children may not attend the nursery.

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

Children are happy and safe within this nursery and are well cared for by attentive and nurturing staff. They enjoy the wide range of activities that are on offer to them. Babies enjoy exploring and splashing in the water tray. They also learn a range of language that helps to develop their communication skills. Children are supported to develop positive social skills. During mealtimes, they sit in small groups with a dedicated member of staff. This helps them to have conversations as they enjoy their meals.

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

Children enjoy their learning and taking control of their own play. For example, children enjoy playing a game independently that they have recalled from previous group times. They confidently take it in turns and follow the rules of the game. Children, including those with barriers to their learning, make sustained progress as they move through the nursery. They are typically well prepared for their next stage of learning. Children learn a range of skills to support them, including valuable self-help skills.

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

Children have formed wonderful bonds with staff. They are confident to seek out staff for comfort and new children settle in quickly. Children learn how to keep themselves safe, for example, they learn about what to do if they have a concern and to speak to a trusted adult. Children also learn about staying safe outside of the nursery, such as when travelling in a car.

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

Children's regular attendance at the nursery is promoted well. This helps to establish positive routines before children start more formal schooling. All children and families are made to feel welcome and their uniqueness is celebrated. Children typically behave well across the nursery and demonstrate positive attitudes towards their learning.

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Next steps

Leaders should ensure that support for individual children is delivered consistently so that they can meet behavioural expectations, and that all children have a clear and consistent understanding of boundaries. Leaders should ensure that the support for children with special educational needs and/or disabilities is consistent to help them make even better progress.

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About this inspection

The inspector spoke with leaders, staff, children, parents and children 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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Address:

13 Crown Crescent Scarborough North Yorkshire YO11 2BJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Kids & Co. (Scarborough) Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 17:45

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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.

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Urgent improvement

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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