URN 2848689 · Inspected 2026-06-10 · Published 2026-07-07 · Inspector: Kate Francis
Glebe Farm Nursery School Unique reference number (URN): 2848689 Address: Glebe Farm, Heighington Road, Canwick, Lincoln, Lincolnshire, LN4 2RJ Type: Childcare on non-domestic premises Registered with Ofsted: 09/07/2025 Registers: EYR Registered person: Storal Nurseries Limited Inspection report: 10 June 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. Strong standard Achievement Strong standard Children's communication and language skills flourish through highly effective interactions with staff and their peers. Younger children develop excellent listening skills as they concentrate listening to stories and follow simple instructions. Older children are remarkably articulate and engage eagerly in meaningful conversations. They use a wide vocabulary to share their ideas and explain their thinking as they recall previous learning from stories. This helps children to build deeper understanding. Children receive encouragement to develop their independence throughout the day. They confidently make choices, manage their personal needs and take responsibility for routine tasks. These opportunities help children to build confidence, resilience and self-esteem. Children are high achievers who show curiosity and a deep desire to learn. Children with special educational needs and/or disabilities make significant progress in their communication, confidence and physical development. All children develop positive attitudes and are consistently deeply engaged in their learning. Their ability to focus and persevere, and their sheer love of learning, prepares them extremely well for future success. Behaviour, attitudes and establishing routines Strong standard Leaders have established a welcoming and positive environment. Daily routines are well established, which helps children to develop a clear understanding of what happens next. Children transition through the nursery confidently to access the garden area, showing respect for other children and staff. Children demonstrate a robust understanding of the rules they are expected to follow. For example, older children politely remind their friends that only four children at a time can access the book shed. Staff encourage children to share resources, take turns and work collaboratively. Younger children take turns walking along balancing beams and making pretend food in the sand pit for others. These experiences support children to develop positive and respectful relationships with their peers. Staff reinforce positive behaviour through explicit praise and consistent modelling in ways that are appropriate for children's ages and stages of development. Babies form warm and trusting relationships with staff. They consistently meet and accommodate their individual care needs. This helps children to feel safe, secure and confident within the nursery. Leaders are committed to ensuring that children do not miss out on valuable learning opportunities. They have robust systems in place to monitor children's attendance. Children work closely with parents and carers to gain a deeper understanding of each family's circumstances. This enables them to offer appropriate guidance and advice to support children's regular attendance and engagement in learning. Children's welfare and wellbeing Strong standard Children's welfare and wellbeing are a high priority and leaders monitor this closely. They know children and families extremely well through building positive and supportive relationships. Leaders check in regularly with families to identify any changes. Staff act quickly and put support in place for families when children face early life challenges. Staff know every child extremely well. They are sensitive to those who face barriers to their learning or wellbeing and tailor care to ensure their needs are fully recognised and met. Staff recognise when babies become tired, hungry or need a cuddle. They meet their needs precisely and thoughtfully. Staff are excellent role models and create a calm nurturing environment where children flourish. They carefully supervise routines, such as mealtimes, to ensure children's individual needs are consistently met. Staff thoughtfully guide children to make healthy choices while developing their independence. Secure hygiene practices are in place. Children consistently use excellent manners as they enjoy a sociable mealtime with their friends. Children receive effective support from nurturing staff to understand, express and manage their feelings and emotions. All children, including those who face barriers to learning, express themselves confidently and develop a secure sense of emotional wellbeing, security and resilience. Curriculum and teaching Strong standard Leaders are highly experienced and knowledgeable. They provide clear direction for the curriculum and the quality of teaching through consistent staff training, monitoring and coaching. Leaders have high expectations for what children can achieve and plan curriculum activities. For example, they provide forest school sessions and cookery classes to give all children a wide variety of exciting learning opportunities. Leaders ensure learning is carefully aligned with children's ages and stages, individual needs and interests. They design an inclusive, well-sequenced and ambitious curriculum that is embedded consistently across the nursery. Staff thoughtfully adapt the curriculum so that children with special educational needs and/or disabilities, as well as those who face barriers to their learning, benefit from rich and meaningful experiences. They adapt activities and provide the right support at the right time to help children to build their knowledge and skills in ways that work for them. Staff deliver the curriculum consistently and effectively. This enables them to develop a clear and accurate understanding of what children know, can do and need to learn next. Staff consistently use stories, songs and rhymes to develop children's communication and language throughout the nursery. Staff read interactive books to babies as they snuggle on their knees, lifting flaps and feeling different textures. Some children enjoy looking at books independently in the book shed outdoors. Pre-school children engage in yoga sessions as they act out stories and develop a deeper understanding of storylines. These activities support children to extend their vocabulary and gain confidence in expressing their thoughts and ideas. Staff help children to develop a deep understanding of mathematics through practical tasks and carefully planned activities. For example, toddlers explore size and weight as they play with sand and water. Pre-school children learn to problem-solve. They confidently count the number of boys and girls at group time. Staff encourage children to stand opposite each other to compare quantities. This helps children to deepen their mathematical thinking. Inclusion Strong standard Leaders create an inclusive culture where every child is known, valued and supported. They provide regular training and advice from outside agencies to support staff to fully understand their responsibilities for meeting children's individual needs. Leaders consistently monitor the progress children make. They review their approach frequently to ensure that support remains sharply focused on children's current needs. Staff get to know children and families right from the start through robust settling-in sessions that are extended and tailored to individual families. This approach ensures that staff can liaise with external agencies and ensure the correct equipment and environment are in place before children start. Staff are committed to their role and adapt their teaching to reflect children's individual needs. Children with special educational needs and/or disabilities benefit from precise and responsive support that enables their ongoing progress. Children who have experienced early life challenges respond well to steady routines and familiar adults. Leaders extend their support to the wider family. The key-person system is highly effective. Children form secure relationships with their key person. Parents and carers value the ongoing communication and support they receive. Staff ensure that children facing barriers to learning access the same rich curriculum as their peers. For example, leaders use additional funding to provide children with dedicated adult support. As a result, all children develop a deep sense of belonging and make excellent progress from their starting points. Leadership and governance Strong standard Leaders provide clear direction and play a key role in maintaining high standards throughout the nursery. They regularly review practice through observations, professional discussions and ongoing monitoring. This ensures a consistent approach across the staff team. A positive and supportive culture enables staff to feel respected, empowered and confident in their roles. Leaders also place an emphasis on staff wellbeing and take thoughtful steps to manage their workloads effectively. They ensure that new staff are well prepared for their roles by providing opportunities to get to know children. Leaders support new staff to become familiar with the nursery environment before taking on responsibilities. They prioritise professional development. Staff have dedicated time away from their day-to-day responsibilities to complete qualifications and professional training. This ensures they can fully engage in their learning and development. All staff report high levels of job satisfaction and benefit from clear opportunities for career growth. Leaders and staff place children's best interests at the centre of every decision. They work closely with external professionals to support children with special educational needs and/or disabilities to receive the support that they need to thrive. Leaders use additional funding to improve children's experiences and reduce barriers to their learning. They rigorously review staffing arrangements, resources and other targeted support. Staff maintain excellent partnerships with parents and carers through detailed online and verbal communication daily. This ensures that all children receive highly effective support as soon as possible. What it's like to be a child at this setting Children thrive in this well-organised and thoughtfully planned nursery environment. They explore with confidence and demonstrate high levels of engagement. Children pursue their ideas with curiosity and determination. Babies stand for extended periods of time while developing their balance as they place objects in and out of boxes. Pre-school children collaborate effectively, sharing resources and solving problems with increasing independence. They build a tall tower in the garden, developing their gross motor skills and understand how to manage risks. Children readily invite staff to join their play and confidently share their thoughts and ideas. Rich language is evident throughout the nursery, reflecting the meaningful conversations by staff. For example, pre-school children use a wide range of vocabulary to express their feelings and recall events from stories, demonstrating excellent communication and language skills. Children show that they feel safe, secure and valued in the nursery. They form positive relationships with staff and their peers. Mixed-age groups of children support younger children to learn routines and expectations. Older children model language, confidence and independence. Children's behaviour is excellent. They confidently move through the nursery and into the outdoor space, politely greeting staff as they pass by. Children are familiar with the high expectations of them and thrive on the regular praise they receive. Children with special educational needs and/or disabilities and those who face barriers to learning achieve well. They receive support to join in and access the full curriculum with their peers. Children make excellent progress from their starting points. Thoughtfully planned activities and well-organised routines are meaningful experiences that help children to build knowledge, skills and confidence. During mealtimes, babies learn to feed themselves. When children reach the pre-school room, they confidently self-serve their meals and carry their plates to the table. These routines prepare children for their move to school. Families feel welcome, for example when they join staff and children to share their skills and knowledge at the nursery. Children's attendance is closely monitored by leaders to ensure children benefit from the full curriculum. Inspector: Kate Francis About this setting Unique reference number (URN): 2848689 Address: Glebe Farm Heighington Road, Canwick Lincoln Lincolnshire LN4 2RJ Type: Childcare on non-domestic premises Registration date: 09/07/2025 Registered person: Storal Nurseries Limited Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 17:30 Local authority: Lincolnshire Next steps Leaders should ensure continued improvement in the setting's successful work, consistently deliver high-quality interactions and remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing. About this inspection The inspector spoke with leaders, staff, parents and carers and children 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 Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 10 June 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 121 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk. 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