Greenside Community Nursery

Needs attention

Last inspected Jan 2026

Ofsted rating for Greenside Community Nursery

Last inspected 19 January 2026 · Antonia Campbell

Actions the provider must take

What it's like to attend

• Children are confident communicators, who engage well with adults to express their needs and communicate their ideas.
• Children form cooperative and harmonious relationships with their peers and are respectful of boundaries in play.
• Leaders and staff use age-appropriate strategies to create a generally harmonious environment.
• Children enjoy safe and sociable mealtimes with healthy food choices.
• There is a strong curriculum in place to support the youngest children develop a firm foundation for their future learning.
• Babies demonstrate close attachments to staff and develop language skills through songs and interactive story sessions.

• 1Not all children with special educational needs and/or disabilities (SEND) are sufficiently prepared for their next stage of learning, and the support they receive from the curriculum does not always focus on their specific needs.
• 2Older children who are not yet able to navigate social situations independently do not receive consistent support from their key person to develop these skills.
• 3Leaders do not consistently consider the specific needs of children with SEND when deploying staff across the setting.
• 4Some children, particularly those with SEND, do not receive consistent support from their skilled and knowledgeable key person, leading to inconsistent teaching quality.
• 5Leaders lack oversight of how the curriculum is implemented across the setting, resulting in variable quality of teaching for many children, especially those with SEND.
• 6Next steps planned by staff and leaders do not always focus on what children need to learn, with some assessments prioritising fine motor skills over speech and language development for young children.
• 7Leaders do not always take decisive steps to reduce barriers to learning for some children with SEND, and teaching is not always appropriate for their needs.
• 8Leaders do not consistently support staff in implementing specialist strategies to promote children's development.
• 9Deployment of knowledgeable key persons is not always effective, meaning some children do not consistently benefit from precise teaching.
• 10Leaders do not sufficiently reflect on the setting to identify areas for improvement, including curriculum evaluation and key-person system implementation, impacting the quality of teaching for children with SEND.
• 11Leaders do not act swiftly on findings from staff appraisals to improve practice, and recent strategies like mentoring sessions are not yet impacting teaching quality across the nursery.
• 12The key-person system implementation is not consistent across the setting, leading to varying support for children with SEND.
• 13Some teaching for children with SEND is too complex and does not build on what children know and can do.