Columbia Market Nursery School

Age group 3–5 Inspection date(s) 7–8 February 2012 Inspection number 376477 Columbia Market Nursery School Inspection report

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Unique reference number 100884 Local authority Tower Hamlets Inspection number 376477 Inspection dates 7–8 February 2012 Lead inspector Madeleine Gerard

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This inspection of the school was carried out under section 5 of the Education Act 2005.

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Type of school Nursery School category Community Age range of pupils 3–5 Gender of pupils Mixed Number of pupils on the school roll 93 Appropriate authority The governing body Chair Rebecca Williams Headteacher Nicky Jones Date of previous school inspection 10–11 December 2008 School address Colombia Road London E2 7PG Telephone number 0207 739 4518 Fax number 0207 729 8635 Email address admin@columbiamarket.towerhamlets.sch.uk achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked

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after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when.

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You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link on the main Ofsted website: www.ofsted.gov.uk

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Introduction

This inspection was carried out with two days' notice. The inspector spent approximately five hours observing teaching and learning led by four teachers and 12 additional staff and held meetings with staff and members of the governing body. The inspector took account of the responses to the online questionnaire (Parent View) in planning the inspection, observed the school’s work, and looked at work in children’s individual record books, and tracking data showing children’s attainment and progress. The school’s development plans and records for safeguarding children were also seen. The inspector considered responses to 72 questionnaires received from parents and carers.

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Information about the school

Columbia Market Nursery is a larger than other nursery schools. Early Years Foundation Stage children are taught in three Nursery classes. The majority of children attend both the morning and afternoon sessions. A small minority attend either only the morning or the afternoon sessions. The proportion of children known to be eligible for free school meals is slightly above average. The proportion of children from minority ethnic groups is above average. Thirty-three per cent of children speak English as an additional language. A few of these children are at the early stages of learning English. The proportion of disabled children and those who have special educational needs is above average. Most of these children have speech, language and communication needs. The school organises and manages breakfast and after-school clubs. The quality of the school’s garden has been recognised in the local authority gardening award.

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Information about the school

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Key findings

 This is a good school where children are happy. All children are valued, known as individuals and enjoy themselves in the school’s safe and caring environment. The school works successfully to promote children’s independence, self-confidence and very positive attitudes to learning.

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Key findings

 Achievement is good for all groups of children. They achieve particularly well in their personal, social and emotional development and in problem solving, reasoning and numeracy. Speaking and listening skills are rightly prioritised and children enjoy daily storytelling and shared reading. Children’s writing is not always as good as it should be.

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Key findings

 Good teaching and careful planning ensure that tasks are well matched to children’s learning needs. Observations of children’s interests are used effectively to plan activities in the inside and outside areas that promote their understanding and increase their knowledge.

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Key findings

 Extremely well-organised arrangements help children to settle quickly when they join the school. Children behave outstandingly well because adults make their expectations consistently clear and provide excellent role models. Routines ensure that children feel very safe and are confident to select tasks and join in activities with adults and other children in the indoor and outdoor spaces. They know how to use equipment safely and use a variety of strategies for dealing with any problems that may arise.

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Key findings

 Leaders, managers and members of the governing body work together with the staff as an effective team. They have maintained the school’s good overall effectiveness since the previous inspection. Improvements include the development of the mathematics curriculum and additional provision for children speaking English as an additional language to raise their achievement. Regular monitoring ensures the quality of provision is consistently good, although strategies to raise children’s attainment in writing are not quite as Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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What does the school need to do to improve further?

 Ensure the curriculum for literacy enables children to build systematically on their writing skills and monitor the impact of this work on children’s achievement by September 2012.

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Achievement of pupils

The achievement of all groups of children is good. Far more parents and carers responded to the questionnaire than is found nationally and the large majority are rightly confident that their children make good progress and that their particular needs are met. Children join the school with skills and capabilities that are generally below those the levels expected of three-year-old children. By the time they leave the Nursery, their attainment overall is at expected levels for their age, and improving. Children make particularly rapid progress in their personal development and in their mathematical and communication skills, although less so in writing.

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Achievement of pupils

Learning is typically enthusiastic and focused. Children are keen to get involved in tasks as soon as they can and quickly choose activities for themselves in the inside and outdoor areas. They sustain their interest in what they are doing, work hard and concentrate well. They listen carefully to adults and follow instructions closely. This was illustrated in a problem-solving activity where boys and girls, working in a group with an adult, were developing their mathematical thinking skills. They enjoyed the challenge of trying to build towers copying photographs of famous landmark buildings from around the world. Children listened attentively to understand and follow the teacher’s guidance on how to use long rulers to measure the height of their towers. They thought hard about how to record what they had built and the number of building blocks they had used. Children at the early stages of learning

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Achievement of pupils

English as an additional language made similarly brisk progress to that of others in the group. They developed confidence in using key words because they listened carefully to the teacher and other children, and repeated them accurately.

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Achievement of pupils

Disabled children and those who have special educational needs make good progress in the development of their skills. They establish positive relationships with the adults and children. They enjoy working individually with teachers and additional adults and are eager to work in small groups with other children. They benefit from regular sessions tailored to their needs with specialist therapists and well-trained staff. Children who speak English as an additional language make good progress because they practise their listening and speaking skills very regularly. During a small group story session, children at an early stage of learning English enjoyed listening to a Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Achievement of pupils

story they already knew. They were eager to take turns to lift the flaps in the book and were confident to participate by repeating out loud the parts of the story they could remember.

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Quality of teaching

In the survey, the very large majority of parents and carers agreed that their children are well taught at the school. Inspection findings endorse this view. In a comment typical of many, one parent wrote, ‘My child looks forward to going to school every day and comes home with wonderful stories and new words.’ The well-organised curriculum supports children to enjoy their learning and promotes spiritual, moral, social and cultural development particularly well. Adults strongly prioritise social skills. Children from a wide variety of different backgrounds work and play well together. Effective teamwork ensures that children can choose a wide variety of resources, toys and equipment in the inside and outside spaces. They take turns and share resources readily. They know to respect the sand-timers so that all children have an equal turn to use the computers. There is a good balance of adult-led tasks

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Quality of teaching

and opportunities for children to select activities for themselves. Occasionally the pace of learning slows during adult-led sessions when only one child at a time has the opportunity to contribute their ideas or answer questions. Children enjoy growing plants and exploring the life cycle of frogs by watching tadpoles develop. Recently introduced experiences help children to learn about the natural environment and enjoy outdoor activities in local woodland. During the inspection, children in the outdoor area, working with an adult, were learning to manage a campfire. They chose kindling twigs to use to start the fire and followed strict guidance about keeping safe from harm.

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Quality of teaching

Staff use observations of children’s progress to plan appropriately challenging tasks that are motivating and capture children’s interest. For example, children inspired by a fairy story about a long-haired princess in a tower, made long blond wigs for themselves in order to dress up as the princess. They used tools and materials sensibly. Independence is encouraged through daily routines. Children know to find their name card and to put it on the attendance board in the classroom when they arrive. They systematically put on their coats when going outside and hang them up on their individual pegs when they come back in. All children help to tidy up and set the tables for lunch. Adults consistently ask questions and prompt discussion about what children are doing so that all groups of children extend their knowledge of new language swiftly. Children’s self-esteem is boosted through taking photographs of

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Quality of teaching

their work for display around the school or to include in their personal ‘diary’ record books. Self-confidence, as well as awareness of others, grows through participation in cultural events and performances. These include percussion workshops with professional musicians and a dragon dance to celebrate Chinese New Year. Outings to the local area help children to develop their knowledge of the community. The breakfast and after-school clubs provide a calm and enjoyable start and finish to the day for the children who attend. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Behaviour and safety of pupils

Children make an exceptional contribution to their own learning. They very much enjoy working independently and participate enthusiastically in all activities. They behave outstandingly well and have exceptionally positive attitudes to school. Reflecting the comments of many, one parent wrote, ‘My child adores going to Nursery.’ Children show very caring attitudes to one another and are friendly. They play a strong role in ensuring all children feel included and respected. All the parents and carers who responded to the questionnaire were confident that behaviour is good at the school. There were no parents and carers who felt that learning is disrupted by bad behaviour, or who disagreed that bullying is dealt with effectively. All parents and carers in the survey confirmed that their children feel safe at school. Home visits by staff before children join the school, and structured induction arrangements to support children and their families when they start, ensure children

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Behaviour and safety of pupils

feel very safe and make friends quickly.

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Behaviour and safety of pupils

Adults consistently explain to children how to keep themselves safe from harm. They help them to learn how to assert themselves calmly or seek help should any problems occur. Children know not to wear gloves when using the climbing frame and to walk sensibly in the inside spaces. Many children travel on foot or bicycle or scoot to school, and know how to do so safely. To support these skills, children have opportunities to borrow bicycles to use outside school. Children arrive punctually. The school successfully emphasises the importance of attending regularly and on time to enable children to benefit from daily routines and valuable learning time.

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Leadership and management

The headteacher is a strong leader with a clear vision for the school. Leaders, managers and members of the governing body work successfully, together with the staff, to tackle discrimination and promote equality well. They ensure that spiritual, moral, social and cultural development is consistently prioritised. Professional development for teachers and other teaching staff helps maintain a consistently good approach to teaching and children’s learning. As a result, all groups of children, whatever their background or ability, have equal access to exciting and motivating curriculum provision and do well.

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Leadership and management

Since the previous inspection, the school has secured improvements to the assessment systems to ensure children’s individual needs are identified quickly. Development of the curriculum includes a particular focus on mathematical thinking to raise children’s attainment in problem solving, reasoning and numeracy, and the prioritising of regular reading. Similar improvements to the curriculum for writing are not yet as effectively established and monitored. The outdoor environment has been extensively developed and the new sensory room is used regularly to support children in individual sessions and small groups. Family learning days encourage parents and carers to take an active part in their children’s learning through shared gardening in the award-winning gardens, and computing activities. Arrangements for safeguarding children meet statutory requirements; staff are well trained and the Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

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Leadership and management

Please turn to the glossary for a description of the grades and inspection terms

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Leadership and management

school site is secure and well maintained. All these strengths reflect the school’s good capacity to improve further.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils’ needs. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

Nursery schools 46 46 8 0 Primary schools 8 47 40 5 Secondary schools 14 38 40 8 Special schools 28 48 20 4 Pupil referral units 15 50 29 5 All schools 11 46 38 6

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements have been introduced from 1 January 2012. This means that inspectors make judgements that were not made previously. The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent judgements that were made under the school inspection arrangements that were introduced on 1 September 2009. These data are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk). The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Primary schools include primary academy converters. Secondary schools include secondary academy converters, sponsor-led academies and city technology colleges. Special schools include special academy converters and non-maintained special schools.

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Type of school Outstanding Good Satisfactory Inadequate

Percentages are rounded and do not always add exactly to 100.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning and development taking account of their attainment.

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Common terminology used by inspectors

Attainment: the standard of the pupils’ work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Attendance: the regular attendance of pupils at school and in lessons, taking into account the school’s efforts to encourage good attendance.

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Common terminology used by inspectors

Behaviour: how well pupils behave in lessons, with emphasis on their attitude to learning. Pupils’ punctuality to lessons and their conduct around the school.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving based on its self-evaluation and what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the governors and headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school’s overall effectiveness based on the findings from their inspection of the school.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils’ attainment at the end of a key stage with their attainment when they started.

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Common terminology used by inspectors

Safety: how safe pupils are in school, including in lessons; and their understanding of risks. Pupils’ freedom from bullying and harassment. How well the school promotes safety, for example e-learning.

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carers to share with their children. It describes Ofsted’s

main findings from the inspection of their school.

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Inspection of Columbia Market Nursery School, London E2 7PG

Thank you for your friendly welcome when I visited your school recently. I really enjoyed my visit and seeing all the interesting things that you do. I particularly enjoyed hearing about the Chinese dragon dance you recently performed in the school garden and seeing the origami carp fish you have made. This letter tells you what I found during my visit.

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Inspection of Columbia Market Nursery School, London E2 7PG

Columbia Market Nursery is good. I was pleased to see how very well you all get on together and to see how extremely well behaved you all are in the classrooms, the corridors and in the outdoor spaces. You understand exceptionally well how to keep yourselves safe from harm. This helps to make your school such a happy place to be. You enjoy all the interesting activities that the adults plan for you. Because of this you are all doing well in your learning. Those of you who need additional help are well supported so that you also make good progress. Your parents and carers told me they like the school very much, too.

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Inspection of Columbia Market Nursery School, London E2 7PG

We have asked the staff to make sure that you have plenty of opportunities to develop your writing skills. We would also like the school to check any changes that they make to ensure they are helping you to reach even higher standards in writing. You can help by practising writing regularly.

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Inspection of Columbia Market Nursery School, London E2 7PG

Finally, I would like to thank you again and wish you well in the future.

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Inspection of Columbia Market Nursery School, London E2 7PG

Madeleine Gerard Lead inspector procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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