Greenwood Nursery School

Greenwood Nursery School
Unique reference number (URN): EY457758
Address: Wandle Recreation Centre, Mapledon Road, LONDON, SW18 4DN
Type: Childcare on non-domestic premises
Registered with Ofsted: 24/01/2013
Registers: EYR, CCR
Registered person: Greenwood Childcare Limited
Inspection report: 10 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 make steady progress through a balanced curriculum and from their starting points.
This supports their development at their own pace, particularly in communication and
language. Most children benefit from opportunities to use language to develop their
vocabulary. However, some younger children do not always receive sufficiently clear and
repeated language input to support their understanding and spoken language development
fully.
Gaps in children's speech and language are identified early to ensure consistent learning.
Children develop early reading skills. They can recall stories and share their thinking during
group time. Older children can share their ideas through meaningful conversations, which
helps them to build confidence and extend their vocabulary. Children with special
educational needs and/or disabilities particularly benefit from sensory experiences, helping
them to communicate and engage more confidently in their learning.
School readiness is promoted well. Children develop independence through everyday
routines, such as serving themselves at mealtimes and taking responsibility during the day.
Children gain their skills, confidence and independence through reading, self-care, building
blocks, creating structures and modelling malleable dough using tools to develop their
growing skills and curiosity.
Behaviour, attitudes and establishing routines Expected standard
Leaders consistently focus on establishing and promoting positive behaviour and attitudes
towards learning. Children show positive relationships with staff, which support their
emotional wellbeing and allow them to access learning confidently. Staff understand the
children's behaviour and provide calm, consistent support, creating clear expectations.
Children demonstrate that they can sustain their engagement during activities. For example,
older children confidently discuss 'Black Beauty' during group time, describing the horse's
appearance and sharing their prior knowledge of the story. Staff extend this discussion,
encouraging children to express their ideas and further develop their vocabulary. After forest
school, staff use open-ended questions such as, 'Would you like to tell me anything else?' to
encourage children to lead the conversation, enabling them to reflect on and deepen their
experiences of the visit.
Younger children demonstrate an understanding of daily routines. For example, during a
search for 'Honey Bear', they confidently recognise that once 'Honey Bear' is found, it is time
for tea. They also clearly articulate the importance of washing their hands with soap and
water before eating, demonstrating an early understanding of hygiene and self-care.
Safe practices during mealtimes are consistently promoted, and children engage in
meaningful and constructive conversations while eating. Leaders monitor children's

attendance and work closely with parents to encourage regular attendance, recognising the
positive impact this has on children's learning, development and overall progress.
Children's welfare and wellbeing Expected standard
Leaders demonstrate an understanding of promoting children's welfare and wellbeing,
ensuring that their safety and emotional security are prioritised within their practice.
Safeguarding is paramount, and leaders ensure that staff receive regular training so they
have a clear and up-to-date understanding of their responsibilities, including recognising
concerns. Staff are confident in discussing safeguarding matters and understand when and
how to escalate concerns, including when to work effectively with the local authority
designated officer.
Care practices are effective in meeting the individual needs of all children, including those
with special educational needs and/or disabilities. Leaders and staff work closely with
parents and relevant professionals to identify needs early and implement timely, tailored
support plans that are regularly reviewed. This ensures that all children are making steady
progress from their starting points.
The setting provides an inclusive and nurturing environment where children form secure
attachments. They show clear signs of forming positive attachments to staff, which
enhances their sense of emotional security and allows them to confidently explore,
communicate and learn. Staff respond sensitively to children's emotional needs, supporting
them to recognise and manage feelings, develop self-regulation and build resilience.
Opportunities are created for children to be active and make healthy choices through
consistent routines, clear boundaries and appropriate risk-taking. The setting promotes safe
sleeping practices, and individual children are monitored closely during nap times. As a
result, children feel secure, included and valued, and thrive emotionally, socially and across
all areas of learning within the early years foundation stage.
Curriculum and teaching Expected standard
Children are well supported by staff, who teach in a calm, consistent and purposeful way.
Older children benefit from language modelling, open-ended questioning and sensitive
guidance to support them in extending their thinking and maintaining involvement. However,
some younger children do not always receive the clear, repeated language input they need
to fully support their understanding and spoken language development.
Leaders demonstrate a secure understanding of the curriculum and effective teaching, with
a clear focus on securing children's learning and progress. They thoughtfully design both the
curriculum and the environment to support and extend children's development. As a result,
all children feel included and valued, developing a sense of belonging in the setting. The
curriculum is carefully planned and enriched with meaningful experiences, particularly
through an emphasis on learning in nature and the outdoors. Children regularly engage in
forest school activities and take responsibility for caring for living things, including rabbits
and a range of plants, flowers and vegetables. For example, children deepen their
understanding of growth and responsibility as they plant, water and observe these living
things over time, fostering curiosity, care and respect for the natural world.

Needs attention
Staff adapt activities so that all children can access them and experience positive outcomes.
For example, children move confidently between indoor and outdoor spaces, accessing a
range of experiences such as play dough, measuring water using different pots and funnels,
moulding sand, reading stories in a hidden place and creating marks using chalk. These
experiences foster a sense of belonging among children and help them build confidence and
self-esteem in a setting that respects and supports their learning needs.
Inclusion Expected standard
The setting has implemented effective systems to identify, assess and meet children's
needs, addressing potential barriers to learning. Leaders and staff work closely with children
and their families to identify needs early, ensuring that appropriate support is accessed
promptly. For example, children who have speech and communication delays have been
referred, and staff support their continued development alongside a speech and language
therapist. Leaders have effective strategies in place to ensure that barriers that children face
in their learning or wellbeing are removed to support an inclusive approach. Staff also adapt
activities, including sensory resources, to promote meaningful interactions that meet
individual needs and enable all children to fully participate in daily routines and learning.
Children who speak English as an additional language are supported effectively through
tailored strategies that enable them to access the curriculum. Staff use a range of
approaches, including visual resources, photo albums and Makaton signing, to strengthen
children's communication and language development. These strategies are shared with
parents to promote consistency between home and the setting and support children's
ongoing progress.
Leaders provide staff training and proactively work with the local authority and external
professionals to shape children's support, opportunities and learning experiences. Those
children and families are welcomed into the setting. All children, including those receiving
funding and those who access sessions in the afternoon, are actively engaged in learning
opportunities, promoting a sense of belonging and creating positive outcomes in their
learning.
Leadership and governance Needs attention
Leaders emphasise the importance of safety for children and staff training. However, this
does not always translate into monitoring and supporting staff to consistently manage
performance. Where individual members of staff need additional support, leaders do not
always provide relevant training to address gaps in practice. This limits the impact of training
and development for staff to ensure that practices are in line with procedures.
Leaders show a commitment to children's wellbeing and have ensured that systems are in
place to support safeguarding, staff training and development. However, these systems are
not always followed through effectively to ensure consistency across the setting when
concerns arise.

Leaders do not consistently work well in partnership with all parents when concerns are
raised. Communication with parents is not always timely, transparent or consistent enough
to give them confidence that concerns are being addressed effectively. Although leaders
seek advice from external professionals when necessary, they do not always follow the
setting's safeguarding procedures, such as notifying Ofsted of concerns, thereby reducing
oversight and accountability.
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 feel safe, happy and supported in the setting. They show a secure attachment to
staff, who provide quality care and attend to their needs. There is a sense of nurturing
among the staff, and children demonstrate a real sense of belonging. Despite the setting's
approach to ensuring that children feel they belong, there are inconsistencies in how the
setting collaborates with parents when concerns are identified.
Children consistently show appropriate behaviour and positive attitudes to learning. They
are curious about learning and, most of the time, enjoy what they do as they access a wide
variety of activities both inside and outside.
Children develop positive social skills and learn through conversations with their peers and
staff. They listen to each other, share ideas, take turns and make friends. Staff model
positive relationships and support children according to their individual needs. Each child's
uniqueness is celebrated during one-to-one interactions to ensure that they continue to

Inspector:
Melissa Seetal
thrive. Children are eager to learn and participate well in all areas of learning. They
particularly love attending forest school, caring for the setting's bunnies and watching plants
grow and flowers bloom. They enjoy searching for insects and exploring the outdoors.
Children use their senses through moulding play dough, measuring shredded paper,
building sandcastles and hunting for worms when digging. Children water the plants using a
variety of different measuring jugs, which promotes their physical development through fine
motor skills, creativity and problem-solving. Children make sound progress in all areas of the
curriculum.
Children's learning and development are monitored effectively, and staff can quickly identify
children who may need additional support. They put support strategies in place to help them
overcome any barriers, enabling them to continue making steady progress and be ready to
enter the next stage of their life learning journey. Attendance is appropriately monitored, and
the setting encourages parents to maintain attendance, thereby supporting children's
learning and the consistency of care. Parents feel welcome at this setting and are invited to
special days, such as Mother's Day, and to participate in cultural activities and celebrations
that run across the setting.
Next steps
To meet the requirements of the Early years foundation stage and Childcare Register the
provider must take the following action by the assigned date:
Action Completion Date
leaders should consistently follow the setting's
procedures and work more closely with parents when
concerns arise
29/05/2026
About this inspection
The inspector spoke with leaders, practitioners, the special educational needs and/or
disabilities coordinator 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.

About this setting
Unique reference number (URN): EY457758
Address:
Wandle Recreation Centre
Mapledon Road
LONDON
SW18 4DN
Type: Childcare on non-domestic premises
Registration date: 24/01/2013
Registered person: Greenwood Childcare Limited
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Wandsworth
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 10 April 2026
Children numbers
Age range of children at the time of inspection
1 to 5
Total number of places
65
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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