Homestart Greenwich at Eglinton School

Inclusion: Strong standard

Leaders create a highly inclusive culture where all children, including children and families receive timely support to reduce barriers to learning and well-being. They identify children's individual needs quickly and work closely with parents to assess concerns and secure appropriate support. For example, leaders make referrals to health specialists and early years professionals. They organise meetings with parents, schools and specialists to review progress for children with special educational needs and/or disabilities (SEND). This helps children receive the support they need at the earliest opportunity and make progress from their starting points.

Leaders ensure practitioners have the knowledge and confidence to meet children's individual needs. For example, staff receive training from specialists and use visual prompts, choice boards, objects of reference and sign language to support communication. Leaders review children's progress through regular assessment and work alongside professionals to evaluate the impact of support. As a result, all children participate fully and make progress. For example, children with SEND develop from using few words to speaking in short phrases and make measurable progress in communication and language. Leaders use early years pupil premium funding effectively to develop staff expertise and provide resources that improve children's learning. They support families through signposting and practical help. This helps children benefit from consistent support at home and in the setting.

Curriculum and teaching: Expected standard

Leaders design a curriculum that reflects children's interests, builds on what they already know and prepares them for their next stage of learning. Practitioners know children well and use assessment to identify what children know, can do and need to learn next. They adapt teaching to meet children's individual needs, including children with special educational needs and/or disabilities and those who may face barriers to learning. For example, practitioners use visual prompts, choice boards and objects of reference to help children understand, communicate and participate in learning. This helps all children access the curriculum and make progress from their starting points.

Practitioners promote communication and language throughout the day. For example, they ask questions that encourage children to think, introduce new vocabulary such as 'stretch' during play and model mathematical language as children count objects and recognise numbers. They encourage children to revisit and practise skills through stories, songs, role play and everyday routines. This helps children build on what they already know and develop confidence in using new knowledge and skills across their learning. However, during group times, practitioners do not always reinforce expectations for listening and taking turns to speak. At these times, some children do not fully engage with learning.

Achievement: Expected standard

Children make effective progress from their starting points and develop the knowledge and skills they need for their next stage of learning. All children achieve well from their individual starting points. For example, children with special educational needs and/or disabilities, who were previously reluctant to join in play now participate alongside their friends, while children who initially use very few words, now communicate using short phrases. This helps children become confident learners.

Children confidently apply their knowledge and skills during play. For example, they explain they are building an obstacle with construction blocks, prepare meals in the mud kitchen using real vegetables and describe what they are cooking. They follow instructions during action songs, respond confidently to their names and use chalk outdoors to draw recognisable pictures. This shows that children build on what they already know and are developing the confidence, communication and independence they need for their move on to school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders establish clear routines and expectations that help children understand how to behave and develop positive attitudes to learning. However, practitioners do not always reinforce expectations for listening and taking turns during whole-group sessions. At these times, some children call out or become distracted, which reduces their engagement in learning.

Children develop warm relationships with practitioners and each other. For example, they line up sensibly to visit the reception class, walk safely through the school and respond positively to familiar routines, such as collecting their bags when they hear the home-time bell. Practitioners encourage children to solve disagreements, share resources and use good manners throughout the day. This helps children develop respect for others and prepares them well for school.

Leaders work closely with parents to promote regular attendance and punctuality. They help families understand the importance of attending nursery so children benefit from learning and social experiences. Practitioners provide calm, well-considered support for children with special educational needs and/or disabilities and those who may face barriers to learning. For example, they use visual prompts, offer choices and give children time to regulate their emotions. This helps children follow routines, join in with learning and play successfully alongside their peers.

Children's welfare and wellbeing: Strong standard

Leaders create a caring environment where children's welfare and well-being are given high priority. Staff know children and their families well and respond promptly when needs change. For example, they work with parents, health professionals and the inclusion team to secure support, provide guidance and signpost families to additional services. This helps children feel safe, emotionally secure and well supported at home and in the nursery.

Children develop healthy lifestyles through well-established daily routines. For example, they wash their hands before meals, choose healthy foods at lunchtime and snack time, and serve themselves while practitioners sit alongside them to support safer eating. Children enjoy daily opportunities to run, climb, balance and join in action songs, helping them strengthen their physical skills and develop healthy habits.

Practitioners support children to recognise and manage their emotions. For example, they talk to children about how they feel, use breathing exercises and calming techniques, and adapt their approach for children with special educational needs and/or disabilities by offering choices, visual prompts and reassurance. This helps children regulate their emotions and take part in nursery life. Children form warm, secure relationships with staff and confidently seek comfort when needed. This helps children feel valued, develop resilience and flourish from their different starting points.

Leadership and governance: Strong standard

Leaders have a clear understanding of the nursery's strengths and priorities. They evaluate their practice carefully and make strategic decisions that improve children's experiences. For example, leaders have developed an early years roadmap that identifies priorities, the actions they will take and the difference they expect these improvements to make for children. They consistently review children's progress, meet weekly to discuss individual children and use this information to shape support and provision. This helps ensure children receive the right support at the right time and make progress from their starting points.

Leaders create a highly impactful culture of professional learning and collaboration. For example, practitioners receive regular training in areas such as special educational needs and/or disabilities (SEND) and early years requirements. New practitioners receive a structured induction, probation reviews and mentoring from experienced colleagues. Leaders also invest additional funding to strengthen practitioner expertise in supporting children with SEND. Staff say they feel well supported and enjoy opportunities to develop professionally. This helps create a knowledgeable team that adapts practice to meet children's changing needs.

Leaders establish highly effective partnerships with parents, schools, colleges and a wide range of professionals. They provide workshops for families, support parents to access employment and work closely with other agencies to improve outcomes for children. These embedded partnerships strengthen support for families, enrich children's experiences and help children feel secure, included and well prepared for the next stage of their learning.