Greengate Nursery and Preschool

Inclusion: Strong standard

Leaders ensure that all children's individual needs are identified early. Support is carefully tailored to help all children access all activities and make progress in their learning and development. Staff consistently implement a thoughtful approach to improve outcomes for children. The setting completes observations and baseline assessments within 6 weeks of children starting and works closely with parents and carers to develop personalised plans. Staff review children's progress every 6 to 8 weeks to ensure support continues to meet their differing needs.

Staff consistently adapt their interactions and the learning environment to meet children's individual needs successfully. They use visual supports, objects of reference, actions and single words to strengthen children's communication and understanding. They also use key words from children's home languages to strengthen communication, promote understanding and help children participate fully in learning experiences and daily routines.

Leaders build secure partnerships with parents and other professionals, including special educational needs coordinators from the local authority and schools and early years advisers. Together, they coordinate support and ensure children with special educational needs and/or disabilities (SEND) make a successful transition into school.

The setting uses early years pupil premium funding purposefully. For instance, they provide planters, sensory resources and first-hand experiences that broaden children's language, curiosity and understanding of the world. Leaders regularly review the impact of this support, helping children with SEND and those requiring additional support to make progress from their individual starting points.

Curriculum and teaching: Strong standard

Leaders create an ambitious and inclusive curriculum that staff understand and implement consistently across the nursery. Regular coaching, reflective discussions and support from experienced leaders within the organisation continually strengthen staff's practice and improve children's learning experiences. Staff use ongoing observations, assessment and children's interests to adapt teaching. They understand and reflect children's different starting points, stages of development and individual needs, including for children with special educational needs and/or disabilities. Staff have a precise understanding of what they want children to learn and how activities build on previous experiences.

Staff consistently plan ambitious, purposeful activities that build on children's knowledge and skills across the curriculum. Communication, language and mathematical development are embedded throughout teaching. During graduation activities, such as picnics, children count the number of their friends and adults that are taking part in the activity. They enjoy using their fingers to represent numbers, matching numerals to quantities and comparing objects, using mathematical language, such as 'big', 'small' and 'mini'. Staff model new vocabulary, ask purposeful questions and encourage children to explain their thinking. They solve problems together and confidently apply previously learned mathematical knowledge. For example, children help each other to turn the dice to find the numbers that they choose.

During smoothie-making activities, children follow a clear sequence, cut fruit safely, count the pieces and learn vocabulary, including 'blade' and 'blend'. Staff use these activities to develop children's communication, mathematical understanding, independence and knowledge of healthy lifestyles. Children also make meaningful links with home, for example, by recognising equipment their families use.

Achievement: Strong standard

Children make substantial progress from their individual starting points across the curriculum. Children who initially communicate without words begin to follow some verbal instructions, use single words and participate more confidently in routines, activities and interactions with others. Children with special educational needs and/or disabilities and those facing other barriers to their learning and wellbeing, develop independence, communication and engagement. For example, children who previously struggled to engage, with support from staff, now confidently move around the environment, approach their peers and take part in learning.

Babies develop their movement, coordination and early communication. They pull themselves to stand, cruise and explore textures, such as yoghurt, and imitate what staff do. Older children confidently count, recognise numerals, match quantities, solve simple problems and explain their ideas. Children develop independence, by using the toilet, washing their hands and serving themselves during mealtimes. This supports their readiness for school. They build positive relationships, manage transitions well, and, through partnership working with schools, parents and carers, are well prepared for their next stage in learning. Children enjoy opportunities to grow fruit, vegetables and herbs, broadening their vocabulary, curiosity and understanding of the world and how food grows.

Behaviour, attitudes and establishing routines: Strong standard

Children behave well at this setting because leaders establish a calm, positive environment. Staff model clear expectations and use familiar routines, including a drum to signal lunchtime and a visual timetable, to help children understand what happens next. Staff build warm, respectful relationships with children, respond to their emotions and provide reassurance that helps them feel secure and ready to participate. As a result, children are settled, demonstrate confidence and engage well in daily routines and activities. Staff consistently support children to cooperate well, learn alongside others and develop positive relationships through small-group activities and conversations.

Children confidently follow familiar routines, move calmly between activities, wash their hands, prepare for meals and serve themselves with increasing independence. Staff understand children's individual needs very well and respond calmly and consistently when children become unsettled. Staff adapt routines, activities and their responses so that all children, including those with special educational needs and/or disabilities, can participate successfully alongside their peers. They use reassurance, co-regulation spaces and one-to-one support, to help children manage their emotions, settle quickly and re-engage in learning.

Children proudly celebrate their achievements together, for example, by patting themselves on the back and saying, '1, 2, 3, well done me'. This helps to build on their confidence and positive attitudes towards learning. Leaders place importance on regular attendance. They have robust systems in place to identify and monitor any patterns of absence and work with parents and carers to promote the importance of regular attendance.

Children's welfare and wellbeing: Strong standard

Staff know children extremely well at this setting. They use this knowledge to provide care that reflects children's individual needs, routines and circumstances. Children with special educational needs and/or disabilities and those who face other barriers to their learning and wellbeing, receive carefully adapted support. Staff use visual prompts, objects of reference, such as a hand-wash bottle to signal handwashing, and one-to-one support when needed. This enables children to participate fully, understand what is happening next and manage daily routines successfully.

Key staff build warm, trusting relationships with children. They respond sensitively when children become upset, offering comfort and reassurance to help new children settle in well. For example, staff gently comfort babies, use co-regulation spaces and engage them in familiar activities to help them feel safe. Children form secure attachments that support their wellbeing and confidence in the setting.

Children develop a secure understanding of healthy lifestyles. They wash their hands, use the toilet independently and serve themselves at mealtimes. Through activities, such as smoothie making, yoga and outdoor play, children learn about nutritious food, remain active and understand how to use equipment safely. Staff consistently meet children's dietary, medical and allergy needs. Staff use clear systems to identify children's dietary preferences and allergies, helping to ensure children remain safe during mealtimes. Staff follow safe-sleeping procedures that meet children's individual needs.

Leadership and governance: Strong standard

Leaders have a clear and ambitious vision for the nursery. They are highly reflective and use observations of practice, discussions with staff and feedback from parents to identify and act on priorities for improvement. Leaders strengthen staff practice through regular coaching, feedback and professional development, including support from experienced leaders in the organisation. This continually strengthens staff's knowledge and improves children's experiences. Staff wellbeing and workload are carefully considered through regular supervision, effective leadership and practical day-to-day support.

Leaders work closely with families and other professionals. They identify and reduce barriers to learning and wellbeing, particularly for children with special educational needs and/or disabilities and those facing disadvantage and other barriers to their learning and wellbeing. Leaders ensure that timely support is put in place and regularly review the impact, to help children make secure progress from their individual starting points.

Leaders build highly effective partnerships with parents and carers. Parents appreciate the updates they receive about their children's learning and development, through daily verbal feedback and observations shared on an online platform. Parents speak positively about the individual support, communication and guidance they receive. Children benefit from a consistent approach between home and nursery, which helps them settle well, make progress and receive timely support when needed.