Green Shoots Day Nursery

Green Shoots Day Nursery
Unique reference number (URN): EY451109
Address: 55 Palfrey Place, LONDON, SW8 1AR
Type: Childcare on non-domestic premises
Registered with Ofsted: 20/08/2012
Registers: EYR
Registered person: Green Shoots Day Nursery Ltd
Inspection report: 11 December 2025
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
Behaviour, attitudes and establishing routines Strong standard
Staff show high regard for helping children learn about behavioural expectations. They
embed consistent routines that support all children, including those who have special
educational needs and/or disabilities. This ensures children have lots of opportunities to
participate in activities together. Staff understand that activities may be more challenging for
some children and are mindful of children's ages and stages of learning. They adapt group
sessions so that all children enjoy a short song, and staff use pictures cards and objects
alongside. This captures children's attention and successfully enhances their participation.
Staff continue sessions with children who choose to remain, engaging them in number-
based songs that extend their learning further. This approach successfully promotes a
positive learning environment for all children where their individual learning needs are
considered.
Staff are skilfully attuned to children's individual behaviours and act swiftly to minimise any
negative impact on others. This ensures children are supported in positive ways to manage
their behaviour, while minimising risks of any disruption to other children. Well-established
daily routines and ongoing discussions with children ensure they feel secure in their day and
know what will happen next. For example, at lunchtime, children help to tidy away toys,
wash their hands and join the dining area. Staff show consideration for children moving
between activities. Routines such as mealtimes are relaxed but well structured. Children
show consideration towards others and celebrate their differences and uniqueness.
Children's regular attendance is successfully promoted, enabling them to develop consistent
routines and positive attitudes towards learning.
Children's welfare and wellbeing Strong standard
Children enjoy a balanced and nutritious diet of freshly prepared meals. They show secure
skills as they serve their own portions, making choices about foods they like. This helps
them to develop positive eating habits. Staff sit with children, engaging them in
conversations about foods they like and about the day. Children help themselves to more
food and pass the serving trays to each other. The relaxed atmosphere successfully
enhances children's social skills.
Staff work closely with parents and carers to support children's personal development, such
as around toilet training. Children benefit from lots of exercise during outside play and during
indoor music and movement sessions. Babies have space to crawl and safely develop their
walking skills. Staff encourage all children, including those who have special educational
needs and/or disabilities (SEND), to express their emotions and feelings. They help children
to consider their actions and any impact on others. As a result, children respond well to staff
and build positive relationships with them and their friends. The key-person system is
securely embedded in staff's practice. They show a clear understanding of children's
individual care and learning needs. Children enjoy cuddles and lots of praise for their efforts
and achievements. Staff help prepare all children, including those who have SEND, for

Expected standard
when they move on to the next stage of their learning, promoting smooth transitions that
consider children's wellbeing.
Inclusion Strong standard
Consistent staff practice ensures all children, including those who have special educational
needs and/or disabilities (SEND) and those who have barriers to their learning, receive
tailored support that helps them make the best progress. Work in small groups promotes the
focus on children's communication and language skills. Through stories and games, such as
'What is in the basket?', children benefit from hearing repeated words. They explore and
name a range of objects. This successfully helps children who are learning to speak English
as an additional language and those who have SEND to extend their vocabulary well.
Staff work closely with parents and carers to promote early identification and assessment
where needed for any children with SEND. Staff complete relevant training and gain support
from the local authority. They implement a continuous process to review children's additional
needs to help them make the best progress. Staff carefully consider the use of any
additional funding. For example, they obtain extra resources such as books, picture cards
and outdoor play equipment to further support children's learning and reduce any gaps in
their development. As a result, access to wheeled push-along toys helps children develop
confidence and enhances their physical skills well.
Achievement Expected standard
Children enjoy their learning, showing high levels of concentration and perseverance. For
example, while participating in creative activities, older children skilfully use scissors to cut
the lines on their picture to make Santa's beard. Children's language skills are enhanced
further during creative activities. For example, while making collages of faces, they talk
about their different features, such as beads in their hair. Younger children enjoy exploring
the different textures of collage materials. Staff extend their vocabulary well by naming the
different materials, shapes and textures, such as soft feathers.
Older children show control as they draw pictures and make attempts to write some letters
from their name on their letter to Santa. They put their letter in an envelope and post it in
their post box. Repeating this sequence in play helps them consolidate their learning.
Babies and younger children excitedly wave scarves as they dance and join in key words of
familiar songs. All children, including those who have special educational needs and/or
disabilities, are developing the skills they need to support their future learning.
Curriculum and teaching Expected standard
Since the last inspection, leaders and staff have reviewed the curriculum and improved
methods of assessment. They use this information to plan focused activities based on
children's learning needs, including targeted support for children who have special

educational needs and/or disabilities. As a result, children participate well and enjoy their
play.
Staff use themes that spark discussions, such as 'My family'. They link children's learning
with relevant books and activities, such as bathing and dressing dolls. Staff encourage
parents and carers to participate by providing family photos. Staff talk to children about their
photos, encouraging babies to point to the photos of their family, while older children talk
about people who live with them. This helps children develop their sense of belonging and
extends their language skills well.
Strategies to enhance the independent learning skills of older children and help them to
expand on their interests are not fully embedded in staff's practice. For example, most
children play with the resources set out, and only a few children self-select resources to
extend their learning further, such as adding animals to the pens they have made with
magnetic shapes.
Staff skilfully enhance children's mathematical skills during song and rhyme time. They
encourage children to use resources and their fingers to count, add and subtract in fun
ways. Children confidently use wheeled toys in the outside play area, showing good spatial
awareness as they move safely around others. Staff support children's physical skills further
while encouraging them to put nappies and clothes on dolls. This supports children's fine
movements and hand–eye coordination well.
Leadership and governance Expected standard
Leaders work with other agencies, including the local authority, to bring about effective
change. All actions from the last inspection have been met in a timely way. Consequently,
significant progress has been made since the last inspection. The new team has quickly
embedded consistent ways of working. The reviewed curriculum helps all children to make
effective progress from their starting points. Focused induction and training for staff ensure
they understand their roles and responsibilities. This ensures children's welfare is promoted
effectively. Although coaching arrangements for staff are in their infancy, leaders monitor
them closely to identify any support or training required to enhance their practice. Secure
partnerships with parents and carers help all parties work together to support children,
including those who have special educational needs and/or disabilities. Children are well
prepared to move on to other settings and to school to continue their education. Leaders are
mindful not to overburden staff with information. Procedures for keeping staff updated
promote their practice well.

What it's like to be a child at this setting
Children are happy and settled at this welcoming setting. The newly formed leadership team
shows commitment to driving improvement and has made significant changes and
improvements since the last inspection. As a result, staff know and understand their
responsibilities to safeguard children and promote their welfare. Children are supported well
during mealtimes and while sleeping, as staff have taken steps to minimise any risks.
The rearranged layout of the setting ensures babies have dedicated areas, both indoors and
outside, with activities that are relevant to their age and stage of development. The setting
has received coaching and support from the local authority and now offers a broad and
balanced curriculum that is tailored to the needs of the children attending. Consequently, all
children, including those who have special educational needs and/or disabilities (SEND) or
those who are disadvantaged, make steady progress across all areas of learning. Parents
comment that their children have made lots of progress from their starting points, especially
in their communication and language skills, physical development and social skills.
Staff sing lots of songs and read stories to effectively promote children's communication and
language skills. As a result, all children, including those with SEND, participate well in
activities and daily routines. Children enjoy adding their photo to the self-registration board
when they arrive. Children's regular attendance is promoted well and helps to consolidate
their learning.
Children, including those with SEND, have secure relationships with staff and each other.
With support from staff, children are developing skills to share toys and work together. For
example, children take turns to add the bricks to their structure and make a home for their
animals. They sort through the animals, finding and sharing the ones they want, and then
use them to play imaginatively together.
Next steps
Leaders should enhance the independent learning skills of older children and help them to
expand on their interests and extend their learning experiences further.
Leaders should embed arrangements for regular staff supervision and coaching sessions,
to strengthen opportunities for discussion and continuous improvement.
About this inspection
The inspector spoke with leaders, staff 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.

Inspector:
Jo Geoghegan
About this setting
Unique reference number (URN): EY451109
Address:
55 Palfrey Place
LONDON
SW8 1AR
Type: Childcare on non-domestic premises
Registration date: 20/08/2012
Registered person: Green Shoots Day Nursery Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Lambeth
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 11 December 2025
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
The setting has undergone a significant change since the last inspection, with the majority of
the staff team being new to the setting.

26
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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