St Philips Marsh Nursery School and Barton Hill Childrens Centre/Cashmore Early Years Centre

St Philips Marsh Nursery School Inspection report

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Unique Reference Number 108893 Local Authority Bristol City of Inspection number 356445 Inspection dates 21–22 October 2010 Reporting inspector Christine Huard

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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 119 Appropriate authority The governing body Chair Enza Phillips Headteacher Simon Holmes Date of previous school inspection 16 October 2007 School address Albert Crescent, St Philips Marsh Bristol BS2 0SU Telephone number 0117 9776171 Fax number 0117 9776171 Email address stphilipsmarshn@bristol.gov.uk

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Age group 3–5 Inspection dates 21–22 October 2010 Inspection number 356445 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 after children, safeguarding and child protection.

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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 1234 234, or email enquiries@ofsted.gov.uk .

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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 documentation 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'. Royal Exchange Buildings St Ann's Square Manchester M2 7LA T: 0300 1234 234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This inspection was carried out by two additional inspectors. Observations were made of group activities, as well as the free-flow activities taking place both in and outdoors. Inspectors observed all four early years teachers and their nursery nurses assisting children in their learning. They spoke to parents at the start and finish of the day and held meetings with governors and curriculum leaders. They discussed aspects of their work informally with many other members of staff. They observed the Nursery's work in detail, and examined monitoring and assessment information, curriculum and development planning. Inspectors analysed 43 responses to questionnaires distributed to parents and carers and eight returned by staff. The inspection team reviewed many aspects of the school's work. It looked in detail at the following.  How well staff use opportunities to develop children's language, literacy and

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Introduction

calculation skills, particularly those who are at an early stage of learning English.  How well the setting works with parents and carers in order to involve them more in their children's learning.  How well the school uses assessment data to identify how children can do better and to set targets for their future.  The success of partnerships to help in building children's confidence and promoting their independence, and the impact these have on their learning.

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Information about the school

St Philip's Marsh Nursery School is a large nursery with 129 children attending, mostly part time. The school has a higher proportion than usual of children with special educational needs and/or disabilities. The main areas of need are speech, language and communication, visual impairment and autism. While most of the children are of White British heritage there is a wide range of other cultures represented in the school. The school has an above average proportion of children who are at the very early stages of learning English. Although children have a home-base classroom, classes share the corridor spaces and the outside area. The school provides breakfast and after-school clubs as well as a 'stay and play' facility for parents and toddlers.

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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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Main findings

St Philip's Marsh provides a good learning experience for all of its children. It has several outstanding features. These include the quality of care, guidance and support it provides for the children, the range of partnerships it has with a variety of outside agencies and excellent relationships with parents. It provides outstanding care, via breakfast and after- school clubs, to meet the needs of working parents, as well as such activities as 'stay and play' and 'cook 4 life'. Parents expressed great support for the setting, one expressing the views of many: 'St Philip's is a wonderful nursery. Parents are encouraged and welcomed to feel part of the school community. My son has made fantastic progress and really enjoys it.' The school provides a good range of stimulating and exciting activities for the children in a rich and inspiring learning environment. As a result, children make good progress from

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Main findings

their many and varied starting points. The school has further improved the good practice identified at the last inspection. The primary reason for the school's success and its ongoing improvement is the excellent leadership and drive of the headteacher. He and all the staff care passionately about the education and development of all the children who attend. They are always looking for ways to improve. Induction procedures are very good and ensure that every child settles quickly and develops good attitudes to learning, which takes place in a happy and harmonious atmosphere. Children's needs are quickly assessed on entry. Wide-ranging assessments continue throughout every child's stay in Nursery in order to sustain the good quality provision. The data are used well to identify where further development is needed and to set targets. Nevertheless, short observations of childrens' learning do not always indicate how it could

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Main findings

be further extended or supported. Consequently, although children make good progress some do not always make as much as they could. The curriculum is rich and stimulating and the quality of teaching and support provided is good. Particular emphasis has been placed on developing children's speech and language skills. Children benefit from teachers who are skilled at using signing and visual stimuli to help them learn. Role play is encouraged and the various role play areas across the school are prominent, very attractive and well equipped. They inspire all the children, including those at an early stage of learning English, and enable them to interact socially and practise their speaking and develop their language and vocabulary within a small group. Middle leaders are competent and dedicated. They monitor planning and provision carefully. However, they do not have enough opportunities to observe colleagues in the

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Main findings

classrooms in order to judge the success of actions taken to improve developments in language, literacy and calculation. The care, guidance and support provided by the Nursery are outstanding. The Nursery works extremely closely with parents and carers and a range of outside agencies to ensure

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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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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

that provision for children is at the optimum level. Parents appreciate this. They receive regular reports of their children's progress, are given details of what their children will be learning, and have regular meetings with their children's key workers. Children's 'Learning Journeys' are an accurate and exciting record of children's learning and development and parents and carers are invited to contribute to these. The introduction of a wider range of services provided by the school has necessitated changes in the way the school is run. The need for a more businesslike approach in terms of financial and day-to-day management has become imperative. The changes have been managed with great skill and empathy by the headteacher and governors. Morale is buoyant because staff have a voice in how changes are made and there is a great emphasis on teamwork. The changes have been carefully monitored to ensure that

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

children continue to receive the very best provision to enable them to continue to make good progress in all areas of their development. The result is a Nursery very well equipped for purpose. It has a staff with high morale and expertise who are aware of the good quality of the provision but are always keen to make it even better. Self-evaluation is accurate and clearly identifies where further development is needed. There is a good capacity for further improvement.

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What does the school need to do to improve further?

 Improve the consistency and quality with which the next steps in children's learning are identified.  Ensure that curriculum leaders have sufficient opportunities to monitor the impact of actions taken to improve children's communication, language and calculation skills through focused observations in the classrooms.

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Outcomes for individuals and groups of children 2

Children love coming to the nursery and enjoy every minute they are there. One parent told the inspector, 'My child cries because he doesn't want to come home!' There is a highly appropriate emphasis on developing children's social skills when they first start at the nursery so that all children are ready to learn and persevere with their learning. Behaviour is good although some children become distracted when they are not kept fully occupied during, for instance, tidy up time. Children are kept very safe at nursery and learn how to begin to take risks safely. One child on the climbing net edged cautiously along towards the tower at the end; he had to judge exactly when he could reach it with his leg. A member of staff watched closely but did not interfere, praising him highly as he made the final right decision and reached the tower successfully. Staff seize every opportunity to develop children's learning. It was so cold that there was

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Outcomes for individuals and groups of children 2

ice in the garden on the first day of the inspection. Children gathered it and described it. Their descriptions included: 'it's freezing', 'really cold' and 'it turns into water when I hold it in my hand'. As a result they learned to use their senses and develop their vocabulary. The school does all it can to develop children's number and calculating skills through simple problem solving, number rhymes and songs, and including number in as many activities as possible. Attainment on leaving is well in line with that of children of a similar age although it is below expectations when they start. Children with special educational needs and/or

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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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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

disabilities make excellent progress in their learning because they receive excellent and highly focused support relevant to their needs. All other groups make good progress and achieve well. Children's spiritual, moral, social and cultural development is outstanding. They celebrate festivals of children from other cultures attending the nursery and they all play together happily. They help to contribute by tidying up, raising money for charity and caring for and helping each other, particularly when children new to the nursery join their classes. Attendance is good and the wide range of basic skills that they learn prepares them well for the future.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for children's outcomes

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Children's achievement and the extent to which they enjoy their learning 2

Taking into account: Children's attainment¹

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Children's achievement and the extent to which they enjoy their learning 2

The quality of children's learning and their progress 2

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Children's achievement and the extent to which they enjoy their learning 2

The quality of learning for children with special educational needs and/or disabilities and their progress

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2

Taking into account: Children's attendance¹

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The extent of children's spiritual, moral, social and cultural development 1

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

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How effective is the provision?

A wide range of exciting activities interest and motivate the children. The school has a wide range of equipment such as touch screen computers and digital cameras which all children learn to use competently. These extend children's learning opportunities and greatly increase cooperative and collaborative working. The garden provides myriad opportunities for children to learn about eco-issues such as recycling and composting. They grow their own vegetables and see them being cooked for lunch, thus practically enhancing their knowledge of healthy eating! The sensory area with its herb bed, sound

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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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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

'room' and visual stimuli, provides a huge range of exciting experiences. The variety of activities ensured that all children, whatever their ability, received the support or challenge they needed to further their development. Staff use puppets to inspire children and are expert storytellers. One teacher enacting the story of the Three Billy Goats Gruff, started with a group of three children. Because of her skill, more and more children gravitated to the group and at the end there were eight of them sitting, enthralled, eagerly joining in the repetitive rhymes, and answering questions about the story. Staff are skilled at questioning in order to make children think. Even at lunchtime children are learning: 'How many slices of bread?'; 'Two have been eaten. How many are there now?' Staff observe children carefully and record their development diligently. This occurs across all areas of learning so their records are comprehensive.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

However next steps in learning are not always identified. Support for children with special educational needs and/or disabilities is exceptionally good. Special resources enable them to access similar activities to the rest of the children, for example by using specially adapted bikes or Braille books. The quality of care, guidance and support is exceptionally high. The welfare needs of all children are met extremely well. All equipment and resources are well cared for and spotlessly clean. Transition arrangements into and out of the Nursery school are of high quality and the school has excellent relationships with the many primary schools to which children move. The school has a wide range of contacts and relationships with outside agencies. These are excellent sources for helping to build children's confidence and to develop their independence. The links enable the school to meet the needs not only of the

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

children, but often their families as well.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the quality of provision

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The quality of teaching 2

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

The headteacher has developed a very clear vision for the future which is shared by all staff. He has devolved responsibilities and created a dedicated team committed to further improvement. Although found to be good at the last inspection there have been significant improvements since then in terms of provision and development of staff expertise. Teaching and learning are monitored rigorously by the headteacher, but curriculum leaders have not had sufficient opportunities to monitor their areas alongside colleagues in the classrooms. The governing body ensures that children are safe and secure. They are very supportive, have a good knowledge of the Nursery's strengths and challenge it constructively. They monitor the work of the Nursery well and are fully involved in decision

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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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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

making. They ensure that there are equal opportunities for every child and that there is no discrimination. This is evident in the progress made by all pupils including those with special educational needs and/or disabilities and those are at an early stage of learning English. The Nursery has excellent relationships with parents and the local community. They have established a number of strong links that enable it to disseminate practice as well as improve it. There is a very clear understanding of community cohesion and the school has wide-ranging links and resources which help to extend children's understanding of other cultures. All safeguarding and child protection procedures are robust and statutory requirements fully met.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for leadership and management

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2

Taking into account: The leadership and management of teaching and learning

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Views of parents and carers

There were 43 responses to the questionnaire and the inspector spoke to several parents and/or carers before and after sessions. They were extremely positive and exceptionally supportive of the school. The many positive comments often refer to the dedication of all the staff: 'I cannot fault the staff in any way. Thanks to them all, from the friendly cleaner to the head'; 'The staff have made so much effort to try and get to know and understand my children.' One comment summarised the views of many: 'This is the most fantastic environment for a child to start school; it is exciting, fun and fab.'

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Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of children registered at St Philips Marsh Nursery School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school.

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Responses from parents and carers to Ofsted's questionnaire

The inspection team received 43 completed questionnaires by the end of the on-site inspection. In total, there are 119 children registered at the school.

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Total % Total % Total % Total %

My child enjoys school 36 84 7 16 0 0 0 0 The school keeps my child safe 35 81 8 19 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 25 58 14 33 3 7 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 24 56 17 40 0 0 0 0

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Total % Total % Total % Total %

The teaching is good at this school 32 74 10 23 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 25 58 15 35 1 2 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 29 67 14 33 0 0 0 0

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Total % Total % Total % Total %

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 19 44 11 26 2 5 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 30 70 11 26 0 0 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 29 67 9 21 0 0 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 23 53 18 42 0 0 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 32 74 10 23 0 0 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 38 88 5 12 0 0 0 0

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Total % Total % Total % Total %

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its children's needs.

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Grade Judgement Description

Grade 2 Good These are very positive features of a school. A school that is good is serving its children well.

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Grade Judgement Description

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its children.

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Grade Judgement Description

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 children. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2009 to 31 March 2010 and are the most recently published data available (see www.ofsted.gov.uk ). Please note that the sample of schools inspected during the autumn and spring terms 2009/10 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Secondary school figures include those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.

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Common terminology used by inspectors

Achievement: the progress and success of a child in their learning and development.

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Common terminology used by inspectors

Attainment: in other phases of school, for example primary schools, attainment is the standard of the pupils' work shown by test and examination results and in lessons. However, there is no national average for three- and four-year-olds. Therefore, in inspections of nursery schools, inspectors take account of expectations in the age-related bands of the Early Years Foundation Stage.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on 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 headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well children 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. The following judgements, in particular, influence what the overall effectiveness judgement will be.

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Common terminology used by inspectors

 The school's capacity for sustained improvement.  Outcomes for individuals and groups of children.  The quality of teaching.  The extent to which the curriculum meets children's needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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Common terminology used by inspectors

Progress: the rate at which children are learning in nursery sessions and over longer periods of time.

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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 St Philip's Marsh Nursery School, Bristol BS2 0SU

Thank you for making us so welcome when we visited your school. We really loved seeing you so happy and enjoying all the wonderful things to do and learn. You have a really good Nursery with a fabulous garden and outside area and you certainly loved being adventurous on the new adventure equipment. This letter is to tell you some of the things we found out. You go to a good Nursery. All the adults give you the help you need to help you learn really well. You behave well and you play very happily with each other. You make yourselves useful and always help to tidy up each day. You all really enjoy all the activities that are provided for you. You really seemed to enjoy playing outside and finding all that ice! All the adults look after you exceptionally well and keep you safe. Your headteacher keeps everything running exceptionally well and everyone enjoys working and learning at St Philip's because it is such a happy and well-organised place to

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Inspection of St Philip's Marsh Nursery School, Bristol BS2 0SU

be. We have asked the leaders to watch what is going on in the classrooms more often and also to always make the notes on your learning show what you need to learn next. You can help your teachers by being really sensible, particularly when it comes to 'tidy-up' times. Thank you again for making my time at St Philip's so happy.

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www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please

telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

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