Greenwoods Nursery Limited Coalway

Inclusion: Expected standard

Leaders and staff understand children's needs and provide support that helps them access learning opportunities and make progress. For example, children with special educational needs and/or disabilities are supported through targeted strategies and personalised guidance to help them take part in all opportunities and experiences available at the nursery. Staff collect detailed information about children and use this, alongside establishing firm relationships with families, before children start. This helps to provide children with an effective transition to nursery. Staff actively involve parents and other professionals working with children and closely monitor children's progress. They use this information to make referrals to other agencies, such as speech and language therapists, which helps to ensure early intervention when gaps in children's development are emerging. Staff have a sound knowledge of how to identify and respond to children's individual needs and work collaboratively to implement any adaptations and adjustments needed to help all children thrive and reach their full potential. Leaders make effective use of early years pupil premium funding to enhance children's education. As a result, these children make steady progress in their learning. For example, leaders purchase additional climbing apparatus, balls and hoops to help the development of gross motor skills.

Curriculum and teaching: Expected standard

The curriculum is well planned and builds effectively on children's identified skills to support their next stages of development. Priority is given to children's communication and language, personal, social and emotional development, and physical development. These areas are consistently supported for all children, including those with special educational needs and/or disabilities. Following recent staffing changes, including new room leaders and key persons, leaders took effective action to ensure children's welfare and wellbeing remain a priority. Staff are well supported to focus on children's emotional security, which leaders confidently report has prevented any negative impact on children's experiences. Children benefit from regular access to the outdoor environment, including walks in the surrounding countryside, which further supports their physical development. Older children enjoy active pursuits, such as making and chasing large bubbles, while younger children strengthen their small physical skills through activities like moulding and cutting play dough. Staff interactions are warm and positive. They know children well, communicate at children's level and maintain good eye contact. However, teaching does not always extend children's problem-solving skills during activities. Children enjoy frequent singing sessions and confidently join in using actions and signing, enabling full participation. Staff read regularly to babies, discussing pictures and stories to support early literacy. Mathematical understanding is encouraged through practical activities, such as counting and comparing sizes.

Achievement: Expected standard

All children, including those with special educational needs and/or disabilities, make steady progress from their starting points, particularly in their confidence to communicate with staff and peers as they engage in shared play. Staff encourage all children to integrate and play alongside each other. Children achieve well in the prime areas of personal, social and emotional development, communication and language, and physical development. There is a particular focus on communication and language. Staff know these are vital for building vocabulary and developing listening, turn-taking and early negotiation skills. This gives children the confidence and skills they need to join in play and interact with their peers. Praise and encouragement from staff boosts children's confidence.

Children are independent and show secure self-care skills in preparation for school. For instance, they learn to put on their coats before going outside to play, attend to their own toileting needs, and understand they need to wash their hands after using the toilet and before eating snacks and lunch.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff consistently promote high expectations for children's behaviour. As a result, children play cooperatively, behave appropriately for their age and demonstrate positive attitudes to learning. Staff use consistent, clear language, such as 'walking feet' and 'kind hands', alongside regular praise to reinforce expectations. This helps children to understand boundaries and follow routines confidently. Staff model calm, respectful behaviour at all times. Consequently, children are polite, considerate and treat one another with respect. Secure relationships with key persons are well established, and children feel emotionally safe. This sense of security supports children's emotional wellbeing and enables them to engage confidently in play. Children gain independence as they follow daily routines effectively.

Leaders and staff work closely with families and monitor attendance carefully, enabling them to identify patterns and provide timely support where needed. This helps to ensure children attend regularly and benefit fully from the learning opportunities available. Staff support children effectively to develop confidence and social skills. For example, they use small-group activities to encourage quieter children to join in with others. This enables children to build friendships, play alongside peers and develop a sense of belonging. Children show an increasing understanding of others' needs and feelings, and staff guide them sensitively to share, take turns and resolve minor disagreements.

Children confidently seek reassurance and support from familiar adults. For example, babies move closer to staff when visitors enter the room. Staff respond promptly with warm, reassuring language and physical comfort. This attuned approach helps babies to self-regulate and reinforces their trust in adults.

Children's welfare and wellbeing: Expected standard

Leaders and staff place an emphasis on children's welfare and emotional wellbeing. A consistent key-person system is well embedded. Staff in all rooms have a strong understanding of each child's emotional needs. As a result, children feel safe, secure and well supported. Staff know children's individual routines well, including their sleep patterns, and adapt daily routines accordingly. This ensures children have their care needs met promptly and sensitively. Babies receive calm, respectful care, which supports their emotional security and promotes their security. Staff promote healthy lifestyles effectively. Children benefit from daily opportunities for physical play and fresh air, alongside nutritious meals and snacks. These routines support children's physical development and overall wellbeing.

Leaders and staff create a welcoming, safe and inclusive learning environment. New room leaders thoughtfully adapt their environments, leading to calmer spaces that better meet children's individual needs. This has had a particularly positive impact on children with special educational needs and/or disabilities, enabling them to engage more fully and feel settled. Consequently, children enjoy their play and show high levels of involvement. Children are encouraged to develop increasing independence as they move through the nursery. They learn essential self-care skills such as toileting, handwashing and using cutlery at mealtimes. Staff model positive behaviour consistently, demonstrating politeness and respect in their interactions with one another. Children copy this behaviour, confidently using manners, such as saying 'please' and 'thank you'. Mealtimes are relaxed and sociable experiences. Children enjoy eating alongside their friends and benefit from meaningful conversations with staff who sit with them. This supports children's communication skills, confidence and sense of belonging.

Leadership and governance: Expected standard

Leaders are reflective, passionate and committed, with an understanding of the setting's strengths and areas for development. Procedures for sharing and recording children's dietary requirements are in place. Leaders ensure this information is clearly communicated to staff and displayed consistently at snack and mealtimes. Leaders manage recent staffing changes thoughtfully and focus on ensuring these do not impact on children's welfare or wellbeing. They provide close support to staff who are new to the setting or in new roles. As a result, staff feel confident, supported and valued. Regular supervision arrangements are in place to support practice and wellbeing. Staff say they feel well supported and valued. Leaders have a clear vision for improvement and understand how planned changes will benefit children. They ensure all staff complete mandatory training and acknowledge that professional development is not yet sufficiently targeted to enhance staff's knowledge and skills further. Partnerships with parents are strong and have a positive impact on children's learning and development. Leaders and staff create a warm, welcoming environment for children and families. Communication with parents is effective and provided through a range of methods to ensure information is accessible to all. Staff share regular updates and guidance to help parents support learning at home. Parents comment positively on the caring nature of staff and the progress their children make.