St Margaret's Nursery School

St Margaret's Nursery School Inspection report

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Unique Reference Number 101254 Local Authority Barnet Inspection number 354968 Inspection dates 19–20 January 2011 Reporting inspector Marion Wallace

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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 Maintained Age range of pupils 3–5 Gender of pupils Mixed Number of pupils on the school roll 142 Appropriate authority The governing body Chair beryl maltby Headteacher Jane Chew Date of previous school inspection 11 December 2007 School address Margaret Road Barnet EN4 9NT Telephone number 02084495466 Fax number 02084499216 Email address head@st-margarets.barnetmail.net

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Age group 3–5 Inspection dates 19–20 January 2011 Inspection number 354968 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 123 4234, 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 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

The inspection was carried out by two additional inspectors. The inspectors visited 15 learning activities and observed the work of all four teachers and the Nursery practitioners. They held meetings with governors and staff of both the school and children's centre and had discussions with parents and carers. Inspectors observed the Nursery and looked at a range of documentation including the Nursery improvement plan, assessment information, safeguarding documentation, curricular planning and photographic evidence provided by the school. In addition, the responses of 60 parents' and carers' questionnaires were analysed and their content taken into account. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  The effectiveness of children's progress in developing calculation skills.  How well children progress in learning to link sounds and letters (phonics).

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Introduction

 How well children become aware of their own bodies and their health.  How well adults use assessment to inform their planning for different groups of children, including those who are part-time and those in the extended day provision.

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Information about the school

St Margaret's Nursery School provides part-time provision for children aged three and four and some extended full day care provision for a few children. The school provides for children living in the New Barnet and surrounding area. Children generally spend between three and five terms at the Nursery according to their age. Children come from a wide range of social and cultural backgrounds. An above average percentage of children speak English as an additional language. There are 27 languages spoken within the school community. Very few children have special educational needs and/or disabilities. A minority of children are known to be eligible for free school meals. Since the previous inspection, a children's centre, which is based in the school, has been established. The children's centre is managed by the governors of the school but was not inspected within this inspection.

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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 Margaret's provides an outstanding education for its children; this very high quality has been maintained since the last inspection. Children enjoy the school immensely. It is highly valued by parents and carers and plays a central part in the community. Parents greatly appreciate the excellent quality care and superb learning opportunities. One parent summed up the views of the vast majority saying, 'St Margaret's is a fantastic Nursery. My son loves coming and he is reluctant to leave. It provides a very stimulating, nurturing and caring environment inside and outside. It is an excellent springboard for his next school.' These are the key outstanding strengths of the provision and outcomes for children. Children achieve exceptionally well from starting points that are generally at the expected level. By the time they leave to join their Reception classes, they are confident and independent learners, with the vast majority reaching attainment much higher than is

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Main findings

typical for their age. The excellent atmosphere of care, nurture and support ensures children thrive in their personal development. Each child is fully included in what is offered and they and their parents are treated as individuals. Children have a highly positive attitude to learning because relationships are outstanding. Their behaviour is excellent and they are extremely happy, interested learners. Children's welfare is exceptionally well provided for and consequently they flourish in an extremely safe and secure environment. They thoroughly enjoy a highly varied and wide range of exciting and carefully planned activities. These encourage children to learn and develop exceptionally well. The quality of outdoor learning and physical development is superb. Children's spiritual, moral, social and cultural development is outstanding. They develop excellent awareness of other cultures, religions and ethnicities for their age because the

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Main findings

school celebrates festivals and the diversity of the many cultures represented in the setting. The school's planning and extended day provision is excellent and supports children, parents and carers extremely well. Children enjoy visits to local galleries, supermarkets, libraries, strawberry fields, farms, parks and many other places of interest. These visits provide opportunities for children to learn and understand new things well because they are based on first-hand experiences. There are high-quality partnerships with support services and also with parents and carers, who are unanimous in saying that they are extremely happy with their children's experience at St Margaret's.

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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

All staff are highly experienced and skilful, they all contribute extremely well to the school's evaluation and each adult makes a valuable contribution to the development of the school. The headteacher's inspirational, thoughtful and wise leadership and management continues to ensure the success of the Nursery. There is one main area for improvement: Although attendance is good, a few parents and carers are not sufficiently aware of the importance of bringing their children to the Nursery more regularly. This includes when the weather is inclement and avoiding extended holidays during term time. The headteacher and senior leaders provide outstanding vision and drive and this contributes very effectively to the success of the Nursery. There is very accurate evaluation of all aspects of the centre's provision and performance. This leads to actions that are well considered and highly effective in bringing about improvements. The school's

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

track record in maintaining outstanding effectiveness since its last inspection, and clear development priorities demonstrate that the school has excellent capacity to sustain improvement.

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What does the school need to do to improve further?

 Raise awareness amongst some parents and carers of the importance of attending regularly, including during inclement weather, and to avoid taking extended holidays during term time.

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Outcomes for individuals and groups of pupils 1

The vast majority of children, including those with special educational needs and /or disabilities and those who speak English as an additional language, make rapid progress because their needs are identified and carefully considered individual programmes are developed. A very small minority who go on holiday in term time and are sometimes absent during inclement weather make less progress. Children's speaking, listening, ability to link sounds to letters and their communication skills are extremely well developed. For example, a group of more able children identified the names of objects found in the 'special box' and skilful challenge by the teacher encouraged them to select the objects with the same rhyming sound. They placed the objects in pairs and gleefully named them, for example, dog/frog, house/mouse, twig/wig. This group read simple text in the story, recognising the rhyming words. Adults continually challenge children to identify numbers and develop their calculation

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Outcomes for individuals and groups of pupils 1

skills. Children also learn to be aware of other children's preferences. In one session, children learnt about democracy; for example they selected their favourite story book. The teacher skilfully made a tally to show the most and least liked story book. Children were challenged to count the number of votes for each book and to identify the story book with the most and the least votes. Children enjoy opportunities to tackle challenging tasks, be creative and to use their imagination. A small group was totally absorbed making their own individual models using wooden blocks, coloured sawdust and coloured wood shavings. One child proudly showed his model; it was a dinosaur, it had wings and it could fly! When asked if the dinosaur had a name, the boy replied confidently, 'It's a dagasaurus!'

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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

Children learn to concentrate for long periods of time because they are thoroughly engrossed in the activities and there are excellent opportunities to talk through their observations with adults and other children. Practitioners seize opportunities to challenge children through skilful questioning, tasks and use of resources because planning identifies clearly different levels of challenge for different groups of children. In an outstanding session, children were challenged to paint the moon and draw the features on the moon. One child clearly explained about moon craters to her mother at the end of the session. On arrival, children settle very quickly into the daily routine because the support and care are of high quality. Although children develop a close bond with their key worker, all adults provide excellent support and act as role models to develop children's confidence and consideration for others. Children enjoy taking responsibility, such as caring for the

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

plants, tidying and clearing up. They show respect for each other and know the importance of caring for the environment. Children have an excellent appreciation of how to lead a healthy lifestyle and their growing confidence indicates that they feel extremely safe in school. Developmental movement sessions are excellent and develop children's physical skills and coordination alongside their awareness of the effect of activity on their body. The school has established links with Kaliro, a town in Uganda. Children have produced a book about water. They know that there is not much water in some places in Africa. Children suggest sending children in Kaliro bottles of water and salad. One child suggested, 'Let's paint their school silver and put lights in it. We can send the children envelopes so that they can write and tell us what they want.'

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

These are the grades for pupils' outcomes

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Pupils' achievement and the extent to which they enjoy their learning 1

Taking into account: Pupils' attainment¹

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Pupils' achievement and the extent to which they enjoy their learning 1

The quality of pupils' learning and their progress 1

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Pupils' achievement and the extent to which they enjoy their learning 1

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

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1

Taking into account: Pupils' attendance¹

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The extent of pupils' 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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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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How effective is the provision?

All children show obvious enjoyment in learning whether indoors or outdoors, in small- group work, independent learning or when taking part in a large group singing and movement session. This is the result of consistently high quality teaching, an exciting and well-planned curriculum and outstanding care, guidance and support. The large majority of sessions observed were excellent. Children make outstanding gains in all areas of their learning because sessions are extremely well organised and adults successfully use a range of methods to involve children in their own learning and ensure lessons are fun. Adults track each child's progress, and daily planning reflects this extremely well and takes account of children's individual needs in all areas of learning. Practitioners have excellent knowledge of how young children learn and the next steps they need to take. Learning opportunities are excellent and consequently all children are

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How effective is the provision?

challenged to experiment, collaborate and explore through a wide range of activities. This leads to extended discussions and problem solving. Adults are extremely skilled at knowing when to intervene and when to stand back to enable the children to find things out for themselves. Adults assess children's development carefully and develop a detailed picture of the children's skills and development. They are complemented by a wide range of photographs. Activities for the extended day children are extremely well planned; consequently, children learnt to count simple numbers while playing a bear hunt game, make their own bread for tea and sing a range of singing games. There is an excellent balance between adult-directed activities and opportunities to learn through play and exploration. Children starting the Nursery settle in extremely well because of the excellent induction and highly effective home visits. The high-quality

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How effective is the provision?

resources stimulate children's interest and encourage them to explore and investigate. In a support session to develop their speech, two children made excellent gains learning to take turns, make decisions, identify objects and express themselves clearly. There was a real sense of fun as one child who had been reluctant to speak learnt to instruct her teacher what to do with the balloon, saying, 'Bigger, bigger, finish, ready, steady, go.' She was thrilled as the balloon expanded on her command and ecstatic as it zoomed around the room. Care, guidance and support for families, as well as for children, are excellent. Links between the Nursery and the children's centre are extremely well established.

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How effective is the provision?

These are the grades for the quality of provision

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The quality of teaching 1

Taking into account: The use of assessment to support learning

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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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How effective are leadership and management?

The high aspirations, superb efficiency and drive of the headteacher and senior leaders have permeated the school, ensuring outstanding leadership and management have been maintained over time. Leaders at all levels communicate ambition very effectively and there is a strong, enthusiastic commitment from all staff to provide each child with the best possible education. Teamwork is extremely strong and the monitoring and evaluation procedures, involving all staff, successfully drive improvement. Many staff, including the headteacher, have served the school for a number of years but they maintain a dedicated commitment to the needs of children, parents and carers. All children are welcomed and included. Staff are very effective in tackling discrimination and ensuring equality for all. Links with a wide range of agencies are extremely strong and are enhanced through the children's centre provision. Child protection procedures are

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How effective are leadership and management?

extremely robust and all arrangements to ensure that children are safeguarded from harm are highly effective. The school promotes community cohesion exceptionally well through its many partnerships with parents and carers, extensive community links, through the activities of the children's centre and the links with a school in Uganda. The school plans for community cohesion extremely well and rigorously evaluates the impact of the provision superbly. The governing body are very active in the school and they check the impact of the Nursery very carefully, challenging robustly. There is an extremely clear vision of how to develop the Nursery and children's centre provision further. All statutory duties are met and governors are extremely supportive and fully involved in improvements.

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How effective are leadership and management?

These are the grades for leadership and management

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1

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

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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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Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 1

Taking into account: Outcomes for children in the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 1

The quality of provision in the Early Years Foundation Stage 1

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Overall effectiveness of the Early Years Foundation Stage 1

The effectiveness of leadership and management of the Early Years Foundation Stage

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Views of parents and carers

A large majority contributed to the views of parents and carers. Parents and carers who returned questionnaires and those who spoke to inspectors are overwhelmingly supportive of the school. Many wrote highly positive comments about how their children love attending, settle exceptionally quickly and flourish in both their personal and academic development. Parents and carers of children with special educational needs and/or disabilities were extremely positive and appreciative of the high quality support and the progress that their children make. All appreciate the high standard of education provided by the committed and talented staff and the superb resources, especially the garden and outdoor learning area. Inspection findings wholeheartedly support these views.

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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 Margaret's 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 60 completed questionnaires by the end of the on-site inspection. In total, there are 105 children registered at the school.

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Total % Total % Total % Total %

My child enjoys school 55 92 5 8 0 0 0 0 The school keeps my child safe 54 90 6 10 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 48 80 12 20 0 0 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 48 80 11 18 0 0 0 0

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Total % Total % Total % Total %

The teaching is good at this school 50 83 10 17 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 41 68 18 30 1 2 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 42 77 14 23 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) 41 68 19 32 0 0 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 47 78 13 22 0 0 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 46 77 14 23 0 0 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 42 70 18 30 0 0 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 53 88 6 10 0 0 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 55 92 5 8 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 pupils' 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 pupils 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 pupils.

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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 pupils. 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 August 2010 and are consistent with the latest published official statistics about maintained school inspec tion outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 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. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

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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

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 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. 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 pupils.  The quality of teaching.  The extent to which the curriculum meets pupils' 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 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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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 Margaret's Nursery School, Barnet EN4 9NT

Thank you very much for letting us visit your Nursery. We really enjoyed finding out about all the exciting things that you do and how well you all learn together. We particularly enjoyed watching you make your models from wood and seeing how confidently you were able to climb, balance, jump and swing on the outdoor play equipment. We think your Nursery is fantastic; we call this 'outstanding'. Here are the things that we liked most.  The way you have so much fun and learn so many new things. This means that you know so many important things ready for your next school.  You are all friendly and play together very well.  All your teachers work very hard to make every day enjoyable.  You all play so well by yourselves, with others in the role play areas such as the doctor's surgery and with children in the other classes.  You behave very well and you know how to help each other.  You really enjoy the healthy snacks and lunches. You all use knives and forks very

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Inspection of St Margaret's Nursery School, Barnet EN4 9NT

well. You try hard always to do things in a safe way.  Your headteacher does a fantastic job organising lots of helpful activities for grown- ups.  The school cares for all of you very well.  The school works very well with your parents and those who care for you. We have asked the Nursery to encourage some parents to make sure that you come to school as much as you can, especially when it is raining and not very pleasant outside, and to take you on holiday in the school holidays and avoid school time. This will make sure that you do not miss any of the wonderful things that are happening at your school. I hope that you continue to enjoy your learning.

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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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