Greenhays Nursery School Ltd

Inclusion: Strong standard

Staff expertly support all children, including those with special educational needs and/or disabilities and those facing barriers to their learning. They work excellently alongside other professionals to seek appropriate advice and support. Staff work collaboratively to put targeted support into place in a timely manner. Staff ensure that support remains effective as children's needs change and continuously observe and asses their development. They work very closely alongside parents and carers to regularly review care plans and closely monitor interventions and support. Leaders exercise highly effective oversight of funding. For example, they direct it with precision towards impactful staff training and exemplary resources that significantly enhance children's learning. As a result, children make excellent progress from their starting points due to staff's dedicated and inclusive approach.

Staff demonstrate an unwavering commitment to supporting children who face barriers to learning and their families. They actively promote inclusion by valuing and celebrating the diverse cultural backgrounds of children who speak English as an additional language. Staff encourage parents to contribute books in home languages. Staff regularly plan activities such as cooking foods from children's cultures. This enables all children to share and celebrate their experiences. Professional development is highly effective and sharply focused on meeting children's individual needs. Staff confidently apply targeted training, such as sign language, to support children to communicate their needs with increasing independence and precision.

Curriculum and teaching: Strong standard

Leaders drive an ambitious curriculum that adapts sharply to all children's individual needs. They monitor impact with precision and act decisively to refine teaching. This ensures all children receive highly effective support and achieve excellent progress. Staff consistently extend and deepen children's learning by building on their interests. For example, when children show a big interest in life cycles, staff enriched this by encouraging them to investigate bugs in the garden. They then organise a local walk, where children use magnifying glasses to explore and identify insects in the woodland environment. Staff have an excellent understanding of children's development and constantly observe and assess them to ensure they are hitting their development milestones. They swiftly identify gaps in children's development and promptly implement targeted support.

Staff expertly tailor the environment to suit the needs of children across all ages and abilities. Staff enhance children's communication and language skills throughout all rooms. They support children to be confident communicators and engage in meaningful conversations. Staff encourage children to use sign language to introduce themselves and talk about their emotions and feelings. They lead well-sequenced group times with songs, dance and stories. Children eagerly join in, confidently following actions and dancing alongside their peers. This supports their physical skills and personal, social and emotional development. Staff weave mathematics through their activities. Babies count peas during sensory play and explore concepts of 'full' and 'empty'. Toddlers investigate floating and sinking in the garden. Older children experiment with ice and discuss if they are a 'solid' or a 'liquid'.

Achievement: Strong standard

All children, including those with special educational needs and/or disabilities or face barriers to their learning, are highly engaged in all activities. Children thrive as they develop a rich breadth of knowledge and skills. They engage enthusiastically in a range of stimulating activities that effectively develop their skills across all areas of learning. There is a sharp focus on developing children's communication and language skills. Children become confident and articulate communicators. They actively engage in meaningful conversations, confidently sharing their thoughts, ideas and experiences. From an early age, children develop a deep love of books. Toddlers respond with delight as staff bring stories vividly to life. Older children explore rhyming word puzzles with enthusiasm, confidently discussing whether words match. Children consistently develop skills across all areas of learning. They grow into highly confident and resilient learners. This ensures children are well prepared for the next stage in their learning.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff have created a highly positive environment, where the expectations for children's behaviour are clear and consistently understood. They are proactive in identifying and addressing barriers to children's attendance. This ensures that children benefit from continuous care and rich learning experiences that support rapid progress. Staff adapt their approach to each child's age and stage of development and their individual needs. They build warm and trusting relationships with children. Staff actively support children to take turns and share and get along with their peers. As a result, children show respect and consideration for others and demonstrate exemplary behaviour. Staff have developed a well-established key-person system. They implement carefully planned settling-in sessions, gathering in-depth information from parents and carers through home visits. This allows staff to respond immediately to each child's individual needs and secure smooth and positive transitions from the very start.

Staff are excellent role models. They establish consistent routines and have clear expectations that promote positive behaviour. Staff support children to understand and express their emotions. This helps children to develop effective skills to regulate their feelings. Staff foster a calm and nurturing environment where children's voices are respected. During circle time, children take turns voting on activities for the sensory tray. They then count and discuss the results together. This actively teaches children that their opinions have value. It also introduces the principles of democracy in a practical and engaging way.

Children's welfare and wellbeing: Expected standard

Staff have an excellent understanding of every child's needs. They place children's welfare and wellbeing at the heart of their practice. Staff are highly skilled in safer sleep, feeding and weaning. This enables them to support children and guide parents and carers with confidence and expertise. Mealtimes are expertly organised, carefully considering dietary requirements and allergies. Children enjoy diverse and nutritious meals that actively promote healthy lifestyles. The setting has gained an award in oral health to help children have a secure understanding of this. Children benefit from daily outdoor play, which supports their physical development and nurtures a sense of curiosity. Staff actively teach children to recognise risks and make safe decisions, consistently modelling and reinforcing safe practices. For example, during trips to the woods, children learn to navigate hills and stairs safely. Staff use these activities to develop children's confidence and awareness keeping themselves safe.

Staff establish a nurturing and harmonious environment, where children thrive socially and emotionally. They build secure relationships with children, enabling them to seek support, share their ideas and engage enthusiastically in their learning. Children explore with curiosity and develop key social skills. They gain confidence in managing their feelings and behaviour. Children are confident and independent learners. They get dressed, use the toilet with ease and tidy away their toys. However, at times, children do not have consistent opportunities to further develop their independence and decision-making skills. For instance, children who are capable, do not have the opportunity to self-serve their lunch or pour their own drinks.

Leadership and governance: Strong standard

Leaders are proactive and passionate about providing a high-quality setting where children, families and staff can thrive. Since the last inspection, there has been new leaders. They have completed extensive training, building confidence and expertise in leading the setting effectively. Leaders have addressed the previous actions and recommendations set. They have established clear and thorough procedures to ensure all children, especially those with special educational needs/and or disabilities (SEND), receive the support they need to succeed. Leaders ensure Disclosing and Barring Service checks are completed in a timely manner.

Leaders are highly reflective and recognise their strengths and identify ways to improve and enrich the nursery. They provide supportive and thorough supervision sessions for staff. Leaders actively seek opportunities to enhance professional development. For example, staff visit other settings to gain new ideas and share knowledge to further enhance practice. Many staff have been with the nursery for a long time and consistently report that they enjoy their roles and feel extremely well supported.

The nursery actively builds very positive parent partnerships. Leaders involve parents and carers in all decisions. They regularly gather feedback through questionnaires, using it to drive meaningful improvements. Parents feel the setting is an exceptional early years environment that supports children to thrive and be well prepared for the transition to school. Parents who have children with SEND, discuss the extensive support the nursery has given them. They say how much their children have significantly grown in their development since starting.