Evergreen Early Years - Garstang

Evergreen Early Years - Garstang
Unique reference number (URN): 2816622
Address: Castle Lane, Garstang, PRESTON, PR3 1RB
Type: Childcare on non-domestic premises
Registered with Ofsted: 11/10/2024
Registers: EYR
Registered person: Evergreen Futures Limited
Inspection report: 24 July 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 make excellent progress from their different starting points across the curriculum.
Children with special educational needs and/or disabilities (SEND) achieve exceptionally
well. They steadily build their confidence, and interact wonderfully with their peers. Older
children broaden their vocabulary. For example, they learn about one-way roads and self-
checkout tills during a walk to the shop.
Progress is continually monitored to ensure that any gaps in children's learning are swiftly
identified, and children's next steps accurately reflect their abilities. Children sustain their
interest and involvement for extended periods and show enjoyment in their environment.
Children recall skills and information they have learned. This demonstrates that they are
acquiring the knowledge and understanding intended in the curriculum.
Children are routinely able to express their imaginations and access a wide range of books.
Younger children develop an interest in their name and the letters that make up those
names. Children are superbly supported for the next stage in their learning, including the
move on to school.
Behaviour, attitudes and establishing routines Strong standard
Leaders and staff create a fun and calm environment where children understand
expectations for behaviour and thrive. Staff model respectful interactions and consistently
support children to manage their emotions. Consequently, children's self-regulation skills
exceed expectations, especially for those children who have special educational needs
and/or disabilities. For example, children walk together to the local shop in a very
considerate manner. They are aware of their impact on others while walking safely in a
group. Children take turns to choose items in the shop and wait patiently for their friends.
This is a testament to leaders and staff, who maintain these high standards and
expectations consistently.
Leaders and staff skilfully adapt routines to benefit the age range of children attending.
Leaders recognise there is a wide age gap between the youngest and oldest children and
have made adaptations to the nursery that have been extremely positive. This is because
leaders and staff have carefully considered what success looks like and have established
well-managed routines. Consequently, all children know what to expect and what happens
next. Staff demonstrate highly effective collaborative working with their colleagues.
Consequently, children mirror these positive relationships, collaborating well with their peers.
Leaders have high expectations for attendance and punctuality. As a result, children benefit
from regular, positive routines and attendance in preparation for the next stage in their
learning.

Children's welfare and wellbeing Strong standard
Staff and leaders consistently prioritise children's welfare and wellbeing. They know children
exceptionally well. Staff access professional development training to further upskill their
understanding of child development. Staff evaluate how this knowledge improves outcomes
for children and cascade this information to peers. Leaders also partner with external
organisations conducting research projects. These focus on highly impactful strategies for
all children, including children with special educational needs and/or disabilities (SEND).
Staff complete risk assessments for all environments, including external trips into the
community. As a result, children are safe and secure at all times. Care routines are well
established. Leaders and staff quickly recognise when children need rest. They provide
opportunities for them to regulate in a calm and comfortable space both indoors and
outdoors. Staff actively encourage healthy eating habits. Children learn about healthy foods
and vote for what fillings to buy from the shop. Children also learn about positive hygiene
practices during care routines. Furthermore, leaders and staff consistently monitor the
specific personal needs of children with SEND. For example, staff adapt their
communications to children who require extra support to use the bathroom. Children
independently recall strategies for careful handwashing and share these with others. As a
result, children's personal needs and independence during care routines are highly
embedded.
Children enjoy accessing the outdoor provision as they explore a variety of ball games.
Children develop their gross and fine motor skills as they throw and catch. Children recall
past learning from external sports coaches and challenge staff to complete these activities
together. They enjoy challenges. For example, children throw balls in different ways, such as
high, low and backwards, while their playing partner tries to catch them.
Curriculum and teaching Strong standard
Leaders have developed a curriculum that is focused on the individual child, is responsive to
their curiosity and gives children opportunities to realise their potential. Leaders understand
the quality and success of their curriculum precisely. They sequence it well in all areas of
learning and review it regularly to enhance its impact. This ensures that the curriculum
effectively meets the needs of all children from their different starting points. For example,
leaders have developed the baby and toddler spaces to encourage children's physical skills
and deepen their understanding of the world. Staff check carefully what children can do and
skilfully support them so they can succeed in their next steps.
The nursery is a vibrant buzz of activity all day because children are busy, engaged and
happy. The noise of children talking and laughing is constant. This is a result of staff
consistently supporting children's communication and language development. Staff model
clear speech and new vocabulary through high-quality interactions. Staff adapt their
communications for each individual child's needs. For example, they speak slowly and
clearly, giving children time to respond. Staff carefully observe children as they play and are
extremely skilful at knowing when to intervene and offer support. For example, when a child
wanted a staff member to take their turn with a percussion instrument, the staff member
intuitively waited for the subtle non-verbal cue. This extended play and brought smiles to the
child. Staff and leaders are ambitious for all children, including children with special

educational needs and/or disabilities. They adapt activities thoughtfully to provide a
personalised curriculum as and when appropriate.
Inclusion Strong standard
Leaders create a highly inclusive culture. Leaders and staff demonstrate that they are
consistently working with families and external agencies to ensure that all children, including
those with special educational needs and/or disabilities (SEND), are fully supported. Staff
work with other settings, including schools, to ensure children transition through their next
stages of learning as smoothly as possible. For example, staff accompany children on
transition visits and communicate very effectively with other professionals.
Leaders routinely consider children's backgrounds and current needs, making robust
adaptations to their curriculum to best support each child in their care. Staff promptly identify
children's individual needs through clear assessment processes. Leaders meticulously
ensure funding is used to invest in a wide range of equipment to promote children's learning
and wellbeing. Staff ensure support is in place for children who speak English as an
additional language. This includes the use of visual supports and communication strategies.
As a result, all children feel included and part of the nursery. Staff who specialise in
supporting children with SEND carry out initial meetings with parents and key persons to
determine the appropriate next steps and ascertain if any referrals are needed. Children
have individual plans that identify targeted intervention which is tailored to meet their needs.
These are consistently reviewed and updated to ensure continued progress. This helps
children to make rapid progress.
Leadership and governance Strong standard
Leaders have very high aspirations for all children in their care and are passionate about
what they offer to children, families and the community. Leaders constantly evaluate what
they provide and build on successes. They provide an open-door policy for all staff and
welcome suggestions from an experienced and talented staff team. Leaders consult experts
regarding the development of children, staff and the nursery. They seek feedback and ideas
for improvement from the wider staff team, parents and external agencies, such as the local
authority. Leaders go further, seeking to be part of research projects that could have a wider
positive impact on all children. This gives them a sharp focus on areas for development.
Leaders are committed to providing the best care and learning for all children. They make
decisions in the best interests of children, for example, by supporting families to access their
full nursery entitlement.
Leaders identify targeted training that is individual to each member of staff and that is in the
interests of the children. Leaders want all staff to be motivated and develop their own
talents. Leaders work closely with them to upskill in an effective manner, including the
newest staff members. Training has a real purpose and develops new skills for staff, so that
they build even greater knowledge of how best to support the children in their care. The
nursery has a low staff turnover and staff work exceptionally well as a close-knit team. Staff
are highly motivated because leaders are considerate of their workload and wellbeing. Staff
explain that they are supported through regular supervision sessions and meet regularly as
a staff team to evaluate and discuss the provision. They work closely with a wide range of

professionals to support children's needs and share information with teachers as children
transition to school. Staff engage superbly with parents and welcome their views.
What it's like to be a child at this setting
Children thrive in this highly nurturing and welcoming nursery. They are greeted by staff who
know them well and respond warmly to their individual needs. Children are excited to
explore the wealth of activities around them and have a zest for learning. All children,
including those with special educational needs and/or disabilities, are motivated and
engaged learners. They make eye contact as they listen intently to adults, interact
beautifully with their friends and follow their own interests. The nursery buzzes with talk and
laughter as children explore the outside area. Children laugh as they kick footballs towards a
target and make musical notes on percussion instruments attached to the wall. Staff
encourage children through thoughtful questioning and each child's response is patiently
awaited. Children's individual needs are superbly identified and nurtured by the staff team.
Children make their needs known and are active participants in decisions made. Every child
is valued for their individuality and uniqueness and show they are settled and confident.
Leaders value the importance of attendance and work in partnership with parents to support
children's continual attendance.
The curriculum is flexible and takes into consideration the different ages and stages of
development of all children. This carefully considered approach reduces the barriers to
learning some children may face. Children develop a sense of independence and belonging
as they take on roles of responsibility in the nursery. Older children know how to wash their
hands ahead of mealtimes, serve their own food and pour their own drinks. Staff encourage
all children to be as independent as possible, for example, when choosing suitable clothes
for outdoor play. These experiences help children become highly confident and independent
learners.
Children enjoy an exciting range of activities outdoors. They have access to a forest school,
walk into the local area to buy healthy foods, play a variety of sports and read in dens.
Children participate in community events and visit local settings, such as the library. These
rich and varied experiences give a secure understanding of the world around them and
prepare them to be responsible and confident citizens of the future.

Inspector:
Shaun Wilson
About this setting
Unique reference number (URN): 2816622
Address:
Castle Lane
Garstang
PRESTON
PR3 1RB
Type: Childcare on non-domestic premises
Registration date: 11/10/2024
Registered person: Evergreen Futures Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 17:45
Local authority: Lancashire
Next steps
Leaders should sustain their work to ensure continued improvement and high standards.
They should focus on creating a transformational impact on the outcomes and
experiences of children with special educational needs and/or disabilities and those who
may face other barriers to their learning and/or wellbeing.
About this inspection
The inspector spoke with leaders, practitioners and the special educational needs
coordinator 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 24 July 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
53
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
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and regulates services that care for children and young people.
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