Greencoat Nursery

Greencoat Nursery
Unique reference number (URN): EY552138
Address: Greencoat House, 259 Stratford Road, Sparkhill, Birmingham, West Midlands, B11 1QS
Type: Childcare on non-domestic premises
Registered with Ofsted: 15/01/2018
Registers: EYR, CCR
Registered person: Greencoat Nursery CIC
Inspection report: 21 April 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
Safeguarding standards met
The safeguarding standards are met. This means that leaders and/or those responsible for
governance and oversight fulfil their specific responsibilities and have established an open
culture in which safeguarding is everyone's responsibility and concerns are actively
identified, acted upon and managed. As a result, children are made safer and feel safe.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
Met: The setting has an open and positive culture of safeguarding.
Not met: The setting has not created an open and positive culture of safeguarding. Not all
legal requirements are met.

Expected standard
Achievement Expected standard
Children are typically making appropriate progress from their starting points across the
areas of learning. They develop the knowledge and skills needed for their next stage of
education, including being prepared for school. Older children show increasing
independence and confidence as they move towards this stage. Children facing barriers to
their learning generally make progress alongside their peers. However, due to some
inconsistencies in educational experiences, children are not consistently supported to make
the best possible progress over time.
Children engage in activities that help them build their skills over time. Children show
growing control in their physical development. They concentrate during fine motor activities
and show determination when developing these skills. Outdoors, older children are eager to
improve their balance and coordination, for example, when using climbing equipment and
ride-on toys. Babies show developmentally appropriate curiosity. They explore resources
using their senses, including putting objects in their mouths as part of their learning.
Behaviour, attitudes and establishing routines Expected standard
Leaders establish clear expectations for children's behaviour and routines across the
setting. Staff support children to understand these expectations through consistent guidance
and positive reinforcement. This helps children to feel secure and understand what is
expected of them during the day. During routines, such as mealtimes, children learn to wait
for others and show good manners, developing respect for those around them.
Children typically develop positive relationships with staff and each other. They cooperate
during play and are supported to share, take turns and build friendships. Staff encourage
children to be respectful and to consider others. For example, staff notice when children
show positive interactions with their friends and talk to them about this, praising their
positive interactions. Children generally show positive attitudes to learning. They are
motivated to take part in activities and engage in both adult-led and child-initiated
experiences. Staff support children to remain involved in their learning by maintaining an
engaging environment. They regularly refresh resources and introduce new experiences to
inspire children to explore further. Staff support children to understand how to keep
themselves safe. For example, they remind children where they can and cannot use
equipment, such as around the swings, helping them to follow rules and manage risks.
Leaders promote the importance of regular attendance and punctuality with families. They
follow up absences and work with parents to support children to access their full entitlement
to early education.
Children's welfare and wellbeing Expected standard
Leaders prioritise children's welfare and wellbeing. They establish clear care routines and
support staff to meet children's individual needs. Staff know the children well and provide

attentive care, helping children to feel safe and secure in the setting. Children are happy and
develop a positive sense of emotional wellbeing.
Children's welfare is supported through daily routines that promote their health and
independence. Staff encourage children to manage their own toileting and hygiene needs,
supporting them to develop these skills over time. They use their knowledge of each child to
judge when to give them time and space to have a go for themselves and when to provide
the right level of support. This helps children to build confidence and independence in their
self-care.
Children are generally supported to develop their physical wellbeing. They benefit from
opportunities to be active and to develop their coordination and confidence. Staff supervise
children carefully and support them to manage risks safely during play. However, leaders do
not consistently ensure that all children, particularly babies, have regular access to outdoor
experiences. This is due to how the day is organised. As a result, opportunities to support
babies' physical development and wellbeing are not fully maximised.
Curriculum and teaching Expected standard
Leaders generally understand the curriculum and the teaching across the setting. They plan
a curriculum that is organised around age groups and areas of learning. Leaders prioritise
communication and language, particularly using stories and themes, such as those linked to
the book of the month. However, leaders do not ensure that the curriculum is consistently
focused on the specific knowledge and skills children need to learn, particularly for younger
children. This means that teaching does not fully support children's development as
precisely as possible.
Leaders implement a broad weekly focus. This may include a particular emphasis, such as
developing children's social skills. They plan the learning environment to engage children
and make regular changes to reflect children's interests. This helps children to remain
motivated and involved in their play. Staff also provide specific sessions to support children's
communication and language. For example, children take part in practical, hands-on group
activities using sensory resources, such as sand, foam and play dough, to encourage
interaction and vocabulary development.
Staff make adaptations to support children facing barriers to their learning, helping them to
access activities alongside their peers. They skilfully enhance children's experiences in the
moment and introduce targeted vocabulary during activities, such as mathematical
language.
Inclusion Expected standard
Overall, leaders create an inclusive environment where children's needs are identified and
supported. They use observations and assessment information to recognise when children
may need additional help. Staff put support in place to reduce barriers to learning,
particularly for children developing their communication and language. For example, they
use visual prompts, simple language and repetition to help children understand routines and
express their needs.

Leaders support disadvantaged children and those facing barriers through practical
approaches. They provide additional support, such as flexible attendance arrangements and
transport, to help children attend more regularly. Leaders also work with families to reduce
barriers linked to wider family circumstances, helping children to access their entitlement to
early education. Leaders generally ensure that children with special educational needs
and/or disabilities receive support through adapted activities and individual approaches.
They engage with external professionals where appropriate and maintain communication
with other agencies to support children known to children's social care. While leaders are
swift to identify when children need additional support, they do not consistently ensure that
all appropriate interventions are fully implemented. This means that some children do not
receive fully targeted support to help them make the best possible progress.
Leadership and governance Expected standard
Overall, leaders have a clear understanding of the setting's strengths and areas for
development. Since the last inspection, they have focused on strengthening the
implementation of the curriculum and how this is delivered across all rooms. Leaders ensure
that staff understand their roles and responsibilities, including those in senior positions, so
that the day-to-day running of the setting is appropriately managed. Leaders support staff
wellbeing and workload through regular supervision, guidance and coaching. Staff feel
supported and value the opportunities to develop their practice. Leaders have provided
recent training focused on child development, planning and quality interactions.
Leaders oversee the curriculum and provision. This supports staff to focus on key areas,
such as developing children's social skills. Leaders have also provided age-specific training
to support staff when working across different rooms. However, leaders do not consistently
ensure that monitoring of practice is precise enough to identify and address inconsistencies
in teaching. As a result, improvements are not yet embedded across all rooms.
Leaders work in partnership with parents and the wider community well. They provide
support to families, including practical help, such as access to resources and guidance.
They provide on-site food and clothing banks to support families in need and arrange fully
funded trips and enrichment experiences at no additional cost to families.

Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children quickly settle into familiar routines and move confidently around the setting. They
show that they feel secure and comfortable in their environment. They form positive
relationships with staff and each other. Babies are calm and settled. They enjoy close
interactions and cuddles from staff. Older children show confidence in their surroundings.
They move freely between activities, explore resources and develop independence. For
example, they have a 'can-do' attitude when they put on their coats or manage their own
needs during routines.
Children generally enjoy their learning and are motivated to take part in activities. Toddlers
and pre-school children typically engage well in outdoor play. They develop their physical
skills and resilience when using scooters and climbing equipment. Children cooperate and
play alongside one another. Staff support them to share, take turns and build friendships.
Children begin to develop the skills they need for their next stage of learning. Pre-school
children show keen engagement during group activities, such as storytelling. They
confidently recall familiar stories and join in with enthusiasm. Children show curiosity and
interest in their play. They explore resources with eagerness and sustain their attention
during activities. Children develop their communication and language through a range of
purposeful interactions and play experiences. For example, they use language as they take
part in role play, such as pretending to be firefighters or engaging in play in the 'beauty
salon'.
Children show they feel safe and secure. Staff provide reassurance when children are upset
and respond attentively to their care needs. Attendance is supported well, including for those

Inspector:
Anne Dyoss
About this setting
Unique reference number (URN): EY552138
Address:
Greencoat House
259 Stratford Road
Sparkhill
children who face barriers. This helps children to access their learning more regularly.
Overall, children enjoy their time at the setting, feel a sense of belonging, and develop the
confidence to explore. They are familiar with routines and expectations, which helps them to
feel secure and ready to learn.
Next steps
Leaders should ensure that the curriculum is consistently focused on the specific
knowledge and skills children need to learn, particularly for younger children, so that
teaching supports their development more precisely.
Leaders should strengthen the implementation of targeted interventions so that all
children, especially those facing barriers to learning, receive the most effective support to
make the best possible progress.
Leaders should improve the consistency of monitoring and evaluation of staff practice so
that any variations in teaching are identified and addressed, leading to embedded, high-
quality teaching across all rooms.
Leaders should ensure that all children, particularly babies, have consistent access to
outdoor experiences, supporting their physical development and wellbeing.
About this inspection
The inspector spoke with leaders, practitioners, the special educational needs coordinator,
children and parents during the inspection.
We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the
quality and standards of provision that is registered on the Early Years Register. The
registered person must ensure that this provision complies with the statutory framework for
children's learning, development and care, known as the early years foundation stage.

Birmingham
West Midlands
B11 1QS
Type: Childcare on non-domestic premises
Registration date: 15/01/2018
Registered person: Greencoat Nursery CIC
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday,Saturday : 08:30 - 15:30
Local authority: Birmingham
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 21 April 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
61
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are
following the standard set out in statutory and non ‑ statutory legislation and the professional
standards expected of them.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
services providing education and skills for children and learners of all ages, and inspects
and regulates services that care for children and young people.
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