Fellowship of St Nicholas - Greenway

Inclusion: Strong standard

There has been a recent, but extremely well-directed, focus on improving the support for children who may have special educational needs and/or disabilities (SEND) or other barriers to their learning. Leaders and managers have very successfully and swiftly identified children who may benefit from additional, targeted support. They have worked in partnership with parents and other professionals to put in place a range of effective strategies to meet children's individual needs.

Leaders have sought specialist training to help managers and staff develop a more precise understanding of the underlying causes of certain behaviours. This has been embraced enthusiastically, and has had a significant impact on the confidence of staff and the support that children receive. In addition, there has been a very thoughtful reorganisation of both group rooms, and new equipment has been bought to enhance the learning environment for all children. This has been particularly effective in improving the provision for children with SEND, and those who need support and calm spaces to regulate their emotions.

Managers and staff communicate effectively with parents, which helps them to understand children's individual circumstances and interests. They use this information, along with their own observations, to ensure that children's care needs and emotional wellbeing are promoted sensitively and appropriately.

Curriculum and teaching: Expected standard

All children, including those with special educational needs and/or disabilities, or other barriers to learning, take part in a broad range of activities that reflect all areas of learning. For example, older children play happily with their friends as they become engrossed in construction, imaginative play and a range of physical activities. Babies develop key skills, such as walking, talking and developing emotional independence. Children also thoroughly enjoy sensory experiences, such exploring cornflour or shaving foam. Teaching is effective overall, and there is an appropriate mix of adult-led activities and child-initiated play. For example, children concentrate on a well-resourced activity, specifically aimed at helping them to master the use of scissors. Staff effectively teach children by providing clear demonstrations and guidance. When supporting children's freely chosen play, staff are on hand to offer encouragement, and to engage in interesting back-and-forth conversations.

Leaders and managers recognise that the curriculum is not currently well established, and does not support staff to precisely target their teaching. All staff interact warmly and positively with children, and overall, know what each child needs to learn next. However, they do not always fully identify what they want children to gain from each activity. Therefore, although all children progress well, their learning is not consistently coordinated as precisely as possible. Leaders and managers are in the process of devising a new curriculum for all children.

Achievement: Expected standard

Overall, children progress well and are appropriately prepared for their eventual move on to school. The achievement of those with special educational needs and/or disabilities, or other barriers to their learning, has significantly improved recently. All children develop positive social skills. They learn to share, take turns and form friendships.

Children are motivated and curious learners. For example, babies, toddlers and older children are all equally fascinated when visited by a variety of creatures, including frogs, snails, skinks and snakes. They behave maturely as they listen to the information given by the specialist handler, and patiently wait their turn to gently hold or stroke each creature as instructed.

Children gain appropriate physical skills. For example, babies develop control and coordination, and older children confidently use a range of equipment, including tools such as scissors. All children develop their communication and language over time, as they move from single words to being able to speak confidently and articulately.

Behaviour, attitudes and establishing routines: Expected standard

Arrangements to understand and support children's behaviour have recently been enhanced. The changes that have been implemented are having a significant impact. Staff provide focused support for individual children at times in which they need it, using consistent and effective methods. Improvements to the organisation of group rooms, including consideration of colour schemes and furniture, have been successful in supporting children's positive behaviour. Babies benefit from spending time in a calm and homely environment, while older children have the space to engage in physical play indoors, alongside their tabletop and group activities. This provides the opportunity for them to refocus and redirect their energies.

Children enjoy the friendly atmosphere and develop effective social skills. They learn to play cooperatively and engage in lively conversations and games with their friends. Routines are organised effectively and are adapted to respond to children's changing needs. For example, lunchtime for babies is planned around their sleep patterns. Leaders and managers have identified areas for continual improvement, including implementing a new curriculum, to further promote children's positive attitudes to learning. There are robust arrangements to monitor children's attendance, and staff call parents to check on children's wellbeing in the event of any absences.

Children's welfare and wellbeing: Expected standard

Children play and learn in a well-considered and secure environment. Effective risk assessments are in place, indoors and out, to minimise potential hazards to children. For example, staff monitor the temperature during extreme heat and plan the use of the outdoor areas carefully. In addition, staff consider children's individual needs when planning activities to ensure that these are accessible and safe.

Staff are vigilant in their supervision of children, including those who are eating. Those preparing food follow strict procedures, particularly when preparing food for babies. They cut each item in line with current guidance, to avoid the risk of choking. Staff are also aware of safe-sleep practices, and ensure that each child has clean, suitable sleep arrangements and are checked regularly.

Typically, children's emotional and physical care needs are identified and addressed promptly by caring staff. The recent focus on supporting children who face potential barriers to their learning has been particularly effective. Staff help children to develop habits that promote their welfare and wellbeing, including promoting healthy eating. They also ensure that children understand the relevance of practices that are in place, such as using sun cream and washing hands before eating.

Leadership and governance: Strong standard

Recent changes in the leadership and management team have led to very rapid and precisely targeted improvements. These have been identified through highly effective reflection and evaluation. Leaders and managers have devised a comprehensive action plan. They have accurately considered the priorities for development, and are expertly implementing changes at a pace that enhances the provision without causing disruption. Leaders recognise that this is vital in ensuring that revised or new practices are fully embedded and understood by staff. While some initiatives, including the implementation of a new curriculum, are still being finalised, the progress already made is extremely impressive. In addition to significantly enhancing the experiences and outcomes for children who face barriers to their learning, the changes have made a very positive impact on staff morale. Staff work well as a team, communicating easily and positively to respond to children's 'in-the-moment' needs.

Managers and staff form very positive relationships with parents and carers. They provide a friendly greeting as parents arrive to drop off and collect their children, and provide regular updates on children's progress and development. The ongoing plans for improvement include a focus on strengthening partnership working even further, and increasing parent's involvement in the day-to-day life of the nursery. There are also effective arrangements to work with other relevant professionals, to meet children's needs and to support the professional development of staff.