Greenwood Nursery School

Inclusion: Strong standard

Leaders and staff work very effectively with the setting's special educational needs coordinators and the local authority. They take timely action and seek guidance from relevant professionals to strengthen children's learning opportunities and experiences.

Staff work closely with parents and carers to understand changes in children's development. Staff, together with parents, consider what adjustments or adaptations are needed to support children with special educational needs and/or disabilities so that all children progress.

Staff adapt activities to ensure that children who need additional guidance or adjustments can participate fully. Leaders provide regular opportunities for staff to meet with the special educational needs coordinators to review children's progress so that planning remains purposeful and achievable. Staff use tools such as 'now and then' boards to support children who find transitions difficult. This helps these children to understand upcoming routines with appropriate adult support.

Leaders actively explore ways to offer nursery places to children who are disadvantaged. They are committed to engaging with the community to improve outcomes for all children. Leaders have explored how to use the early years pupil premium effectively so that it has a positive impact on children who are eligible for this funding.

Curriculum and teaching: Strong standard

Leaders maintain a clear overview of each child's curriculum, ensuring that decisions lead to meaningful improvements in their learning. Staff extend activities appropriately for children, who need to extend their learning. They guide those children, who require extra support very effectively, and understand their individual needs. As a result, children make excellent progress across all areas of learning.

The environment is stimulating and thoughtfully designed to reflect children's interests and developmental stages. Children engage enthusiastically in shared reading and enjoy playing instruments to familiar songs. They explore sensory experiences, such as sand and water, with curiosity and confidence. Children learn to identify the first letter of their name and pronounce the correct sound that it makes. Staff introduce children to new vocabulary as they sing songs and explore different seasons and the weather.

Children engage in rich imaginative play, such as parading their Chinese dragon across the room and inviting their peers to join in the celebrations. Staff provide thoughtful and nurturing support that helps children to become confident and active learners. They encourage exploration, trial and error and celebrate children's achievements. As a result, children learn to regulate their behaviour and build positive relationships with others.

Achievement: Strong standard

Children develop their language and communication very effectively through interactive, repetitive and playful activities, including singing, storytelling and sharing books. They show enthusiasm as they create a shop in the outdoor area and invite staff to join their imaginative role play. Through these interactions, children practise counting and strengthen their communication skills as they negotiate with staff and each other.

Children benefit from engaging learning experiences, such as camping at forest school. Children explore woodland environments and take part in activities, such as den building, using tools and sensory play. They develop confidence, resilience, teamwork and independence. Children access all areas of learning during everyday routines. For example, they use mathematics when counting plates for mealtimes and adding and removing wooden trucks outdoors and deciding how many chairs are needed for song time. Children are extremely well prepared for their next stage of learning because they are confident and are inspired to learn.

Behaviour, attitudes and establishing routines: Strong standard

Leaders foster a highly positive and inclusive environment, where all children and parents and carers are valued. Staff act as extremely positive role models. They consistently demonstrate patience, enthusiasm and warmth. As a result, children learn to take turns, listen to one another and cooperate. They readily help their peers. For example, children work together to pour water or offer a hand to younger children to support them as they balance on the garden plank.

Children form very warm and secure attachments with staff. They naturally involve adults in their play and discussions, such as when exploring whether the Chinese dragon is a dinosaur or a dragon. Children take turns using the interactive book and eagerly share their ideas about where the dragon's fire might come from.

Leaders prioritise positive attendance and punctuality. They work closely with families to reinforce their expectations and address any barriers. Children with special educational needs and/or disabilities receive effective support to maintain consistent routines. Staff carefully adapt activities so all children can participate meaningfully. Those children who feel overwhelmed or need help regulating their emotions receive effective one-to-one support, which builds their confidence and strengthens their skills in regulating their emotions.

Children's welfare and wellbeing: Strong standard

Staff demonstrate an excellent understanding of their key-person responsibilities. They build positive and trusting relationships with children and their families. Staff actively gather information about any changes that may affect children's wellbeing. Staff consider the potential impact of these changes and provide sensitive support to help children to manage new experiences.

Children enjoy an interesting, varied and healthy diet and learn about making healthy choices. They develop very positive social skills during snack and mealtimes, which promotes both their own wellbeing and that of their peers. Children benefit from the well-resourced outdoor spaces available to them, including the forest school area and the nursery garden. They talk confidently about the importance of fresh air and exercise as they engage in physical play with each other and staff outdoors.

Children are settled, confident and engaged in their play. Staff use books, puppets and other visual resources to help children recognise and name different emotions, such as feeling scared or excited. Staff plan a broad range of sensory and creative experiences, including sand, clay and water play, to enable children to express and manage their feelings through physical exploration.

Leadership and governance: Strong standard

Leaders demonstrate a high commitment to continuous improvement. They regularly review the setting's strengths and areas for development. Leaders work closely with staff to identify effective practice and priorities for further improvement. Their approach fosters a culture of high expectations and ongoing reflection.

Staff feel valued and well supported. Leaders dedicate time with staff for purposeful discussions about professional development, key children and their practice. A well-planned training programme helps staff to remain motivated and inspired. This positively influences staff's wellbeing and enriches children's learning experiences.

Leaders work diligently to develop effective strategies for children, who may face barriers to their learning. They work closely with parents and carers to ensure any concerns about children are acknowledged and addressed constructively. Leaders collaborate effectively with key persons to ensure there is consistency in approaches between the nursery and the home. This supports children's continued learning and development extremely well.

Leaders place a value on parents' contributions and promote effective two-way communication through daily conversations, the nursery app and parents' meetings. They listen to parents' views and make adjustments where appropriate. This inclusive and responsive approach creates a welcoming and family focused environment, in which parents feel very respected and involved.