Greenfield Nursery School

Greenfield Nursery School Inspection report

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Unique Reference Number 117067 Local Authority Hertfordshire Inspection number 358073 Inspection dates 6–7 December 2010 Reporting inspector Sue Vale

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This inspection of the school was carried out under section 5 of the Education Act 2005. The registered childcare provision, managed by the governing body, was inspected under section 49 of the Childcare Act 2006.

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Type of school Nursery School category Maintained Age range of pupils 3–4 Gender of pupils Mixed Number of pupils on the school roll 98 Appropriate authority The governing body Chair Kris Didymus Headteacher Pat Bishop Date of previous school inspection 18 January 2007 School address Hurst Drive Waltham Cross EN8 8DH Telephone number 01992 760779 Fax number 01992 652046 Email address head@greenfield.herts.sch.uk

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childcare provision

Age group 3–4 Inspection dates 6–7 December 2010 Inspection number 358073 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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childcare provision

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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childcare provision

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. Eight lessons and parts of lessons were observed and all teachers and support staff were seen. Children were observed at play, during snack times and at lunchtimes. They were also observed working in small groups and with one to one support, particularly for those with special educational needs and/or disabilities and those new to learning English. Meetings were held with the headteacher and with the teachers in charge of developing speaking and listening and raising attainment in reading and writing. Discussions were held with the Chair of the Governing Body, a parent governor and some parents. Inspectors observed the school's work, and looked at school documents including the school development plan, tracking information, policies and procedures, governing body minutes and individual children's portfolios/learning journals for evidence of progress. In

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Introduction

addition, they took into account 20 parental questionnaires and five staff questionnaires.  The inspection team reviewed many aspects of the school's work. It looked in detail at the following.  How well assessment and progress and tracking systems are used to help raise children's attainment and progress.  The use of planning to support children's individual interests and the activities that are planned to extend their learning.  The provision for children who are new to learning English, and those who are identified with special educational needs and/or disabilities.

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Information about the school

This is an average-sized nursery school which provides day care for children from 8am to 6pm throughout the year. There is also an integrated pre-school and Daisy Chain day care provision, which was part of the inspection. The local authority also runs an opportunities group on site. This was not part of this inspection. Over two thirds of the children are from a wide range of ethnic minority backgrounds. The main languages spoken other than English are Turkish, Polish and Akan/Twi-Fante. The proportion of children identified with special educational needs and/or disabilities is around average. Their main needs are autism and speech and language difficulties. The nursery has the Hertfordshire quality award.

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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

Greenfield Nursery is a good school. Children are well known as individuals and they and their families are at the centre of all that the nursery plans for and does. There are excellent links with children's families who are supported right from when their children start in the 'drop in' and 'play and stay' sessions. Many then move through into the pre- school and on into nursery. Parents and carers are very positive in their views about the nursery. As one parent commented, 'I am very happy with this nursery. I feel they are very well equipped. My daughter loves nursery and even wants to go at the weekend!' The majority of children start at nursery with below and in some cases (particularly in communication, language and literacy and problem solving, reasoning and numeracy) well below the expected starting points for their age. They achieve well and make overall good progress, so that they leave with just below expected levels of attainment. In some areas

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Main findings

of learning such as creative and physical development many children make good progress and reach expected levels for their age. There is no significant variation in the achievement of different groups. Children's behaviour is good and staff deal very well with those who find it more difficult to behave. The spiritual, moral, social and cultural development of the children is good. Children are well aware of what constitutes right and wrong behaviour and are keen to support and correct each other. Children get on well together and the nursery is a harmonious place to be, resulting in good equality of opportunity for all. Attendance is poor amongst some families. The nursery is currently not rigorous enough in their monitoring of attendance, but plans are in place to work on encouraging families to attend more regularly. Children clearly feel safe and secure in their surroundings as they try out new activities.

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Main findings

Healthy lifestyles are adopted well and children join in lots of physical activities throughout the day. There is good provision for those children identified with special educational needs and/or disabilities and parents are actively encouraged to seek help and support from the nursery. One parent wrote to inspectors, commenting, 'My child has SEN (special educational needs) and he has had an excellent one-to-one who has brought him on brilliantly, I couldn't ask for better.' Teaching varies but overall is good. Good aspects include the way staff engage and motivate children in their learning through the good use of questioning because all adults know the children in their care very well as individuals. Weaker aspects are a lack of consistency around assessment and its use and in adults' accuracy of judgements in how well children attain. The curriculum is good and particularly strong in creativity and is

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Main findings

planned around children's individual needs and interests, which in turn enhances their learning and the progress which they make. A new system of assessment was introduced a year ago and this term a new system of tracking progress has been introduced. Whilst

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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

there are some exemplary examples of individual portfolios/learning journals to record what children know, understand and can do and what they need to do to improve, there is an inconsistency in the approach to their use across the staff. Despite this variability, assessment information is mostly used well in planning activities which capture the children's interests and imagination. Leadership and management are good. Self-evaluation is accurate and evaluative. The governing body has improved its effectiveness since the previous inspection. They give good support and challenge and act more constructively as a critical friend. It is this self- review and critical eye that ensures that the nursery has good capacity to continue to improve.

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What does the school need to do to improve further?

 Raise attainment, particularly in communication, language and literacy and problem solving, reasoning and numeracy, and accelerate progress further in lessons by: improving the consistency of teachers' use of tracking, targets and assessment to support and challenge all children ensuring that assessment is more accurately matched to children's attainment in line with national expectations sharing best practice of observations and assessment from children's individual learning journals.  Raise attendance through more rigorous monitoring and through raising parental awareness of the positive impact that regular attendance has on their children's learning.

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Outcomes for individuals and groups of children 2

In some aspects, such as their personal, social and emotional development, creative and physical development children make good progress. There are few differences in the progress made by girls and boys, and those identified with special educational needs and/or disabilities make equal progress. They respond extremely well to their teachers' active encouragement to try new activities and to develop their creative and physical abilities. In other areas, such as communication, language and literacy and problem solving, reasoning and numeracy, the progress children make is good overall as they start from lower than expected levels for their age. The introduction of 'Every Child a Talker' (ECAT) is starting to have a positive impact and accelerate progress in developing children's speaking and listening skills. Good progress was seen when children were being creative and making Christmas hats and cards. They were confident and happy to design

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Outcomes for individuals and groups of children 2

their own and choose independently how they wanted to decorate their masterpieces. Children are clear in their understanding about what makes a healthy lifestyle, and enjoy their daily fruit snack. In pre-school this time is used well to enhance their personal and social skills and children thoroughly enjoy the family feel to it. Those new to learning English made particularly good progress when they were playing with the small ice world; because of good adult intervention and good role modelling of language, they really enhanced their vocabulary and their spoken language development. Those children who are in need of more support are guided very well by staff, who ensure that activities are

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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

adapted to their needs and that just the right amount of help is given, without adults continually interfering as the children find things out for themselves. Behaviour overall is good, although there are children who present more challenging attitudes. Staff support and care for these children very well and this is why children's understanding of their moral and social aspects are good. Attendance is poor from a number of families. The nursery has identified that it has not done enough in the past to encourage attendance or been sufficiently rigorous in its monitoring.

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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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3

Taking into account: Children's attendance¹

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The extent of children's spiritual, moral, social and cultural development 2

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?

The inspection confirmed the nursery's own view that the quality of teaching is good. Adults plan the curriculum well to support not only individual children's interests but also to ensure that there is a broad and interesting array of activities on offer. Good and imaginative use is made of resources including new technology. This was seen, for example, when the children were eagerly making a snowman out of card and cotton wool and when they were programming remote control robots to move on the carpet. Adults listen to the children well and know their individual interests. There were some good examples seen of children being challenged in their learning through play such as in 'Santa's little helpers' grotto.' Here adults were good role models of language in order to

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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

develop children's vocabulary and understanding. This is of particular value to those children who are new to learning English. The assessment of children's knowledge, skills and understanding is regularly undertaken. The introduction of individualised learning journals has been successful and some are extremely well compiled. Parents and carers are asked to contribute to their children's learning and to be involved in reviewing what their children know, understand and can do. This has a positive effect on raising children's self-esteem and promotes the excellent parental involvement encouraged by the nursery. The new system of assessment is not yet fully established for all staff; there are some inconsistencies in the way staff judge the standards that children reach. Leaders are monitoring the assessment procedures carefully and have plans in place to review its implementation, and to give more training for staff to

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

ensure a consistency of approach. The care and support children receive is good, although not enough is done to monitor and encourage attendance.

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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?

Partnership with parents and carers is outstanding. Good communication between home and school begins when children first visit the nursery either as babies or as toddlers for 'stay and play' sessions. The nursery is particularly successful in communicating with those families, parents and carers who are more vulnerable. Community cohesion in relation to the nursery community is good, although there are more limited opportunities for children to see how people live in other parts of the world. The nursery has a strong and effective commitment to ensuring that all children have an equal opportunity to thrive and that there is no discrimination. It uses its good knowledge of each child's individual needs and interests well to secure this, particularly for those children with specific educational needs and for those who are new to learning English. A committed stable staff are willing and eager to seek further improvements and self-review and evaluation is good. Governance

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How effective are leadership and management?

has improved since the previous inspection. Whilst there have been many changes on the governing body there is now a stable core of governors who are committed and supportive. They act as a critical friend and are in a good position to enhance their support still further. Statutory requirements in relation to safeguarding at the time of the inspection were fully implemented. There are good links with a variety of other agencies supporting children and their families.

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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

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

Around a fifth of the parents and carers returned the questionnaires, which is low. All of those who did so were overwhelmingly positive about the nursery although there were only two written comments. There were no negative comments or concerns.

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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 Greenfields 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 wi th 13 statements about the school. The inspection team received 20 completed questionnaires by the end of the on-site inspection. In total, there are 98 children registered at the school.

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Total % Total % Total % Total %

My child enjoys school 19 95 1 5 0 0 0 0 The school keeps my child safe 15 75 5 25 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 13 65 7 35 0 0 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 16 80 4 20 0 0 0 0

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Total % Total % Total % Total %

The teaching is good at this school 15 75 5 25 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 13 65 6 30 0 0 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 14 70 6 30 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) 11 55 8 40 0 0 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 14 70 6 30 0 0 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 12 60 8 40 0 0 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 12 60 8 40 0 0 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 15 75 4 20 0 0 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 19 95 1 5 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 Greenfield Nursery School, Waltham Cross, EN8 8DH

It was lovely to meet some of you and hear your views when I came to visit your nursery. I really liked some of the activities that you do. I wanted to join in making the snowmen and Christmas cards! I hope you are still looking after your rabbits. You are very fortunate as you go to a good nursery. Your parents are very pleased with your nursery. There are outstanding links between your nursery and your home and with your parents. You are looked after well and the staff make sure that there are lots of interesting things for you to do. This helps you to learn. Teaching really supports you in helping you to develop your skills and knowledge and understanding particularly of the world around you. You are very good at making things and being creative Most of you behave very well. I hope that you continue to enjoy the fun things that there are to do. Even in good schools there are things that can be improved so I have asked the nursery to review the

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Inspection of Greenfield Nursery School, Waltham Cross, EN8 8DH

way they check out what you know and understand and can do, and to share the good work in some of your learning journals with others. You and your families can help by making sure that you come to nursery every day.

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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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