The Sue Hedley Nursery School

Bedewell Early Excellence Childrens Centre Inspection report

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Unique Reference Number 132799 Local Authority South Tyneside Inspection number 360439 Inspection dates 14–15 February 2011 Reporting inspector Graeme Clarke

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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 75 Appropriate authority The governing body Chair Mrs Serena Johnson Headteacher Mrs Sue Hedley Date of previous school inspection 3 July 2008 School address Campbell Park Road Hebburn Tyne and Wear NE31 1QY Telephone number 0191 4287650 Fax number 0191 4287651 Email address Sue.hedley@southtyneside.gov.uk

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Age group 3–5 Inspection dates 14–15 February 2011 Inspection number 360439 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

This inspection was carried out by two additional inspectors. They observed activities in the school and day care centre including the work of three teachers during short visits to parts of lessons and extended visits to six lessons. Inspectors held discussions with members of the governing body, staff and parents and carers. They scrutinised the school's documentation including information about child protection and safeguarding, the curriculum, development plans and records of children's progress. They looked at the school's photographic record of children at work throughout the year. They analysed 30 questionnaires from parents and carers and 13 from members of staff. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  Records of children's attainment and progress over the past three years.  The effectiveness of provision for children from minority ethnic groups and for those

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Introduction

with special educational needs and/or disabilities.  How effectively the school reviews its work and uses information to sustain its outstanding effectiveness indicated at the last inspection.

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Information about the school

The school is of average size for children aged three to five years. An above average proportion of children have special educational needs and/or disabilities though fewer than average have a statement of special educational needs. Almost all children are of White British heritage and a small number of children with Turkish and Asian origins speak English as an additional language. The school has a strongly established reputation in the local authority and shares its expertise and philosophy for educating children in the Early Years Foundation Stage widely. The school has Healthy School status, is a designated School of Creativity, and holds a national award for its good practice in developing the skills of teaching assistants. Trainee teachers and assistants work for short periods in the school and other changes to the staff in the recent past result from a temporary leave of absence. The governing body manages full day care for children from birth to three years old,

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Information about the school

before and after school care for children up to five years of age and extended care services throughout the year. The governing body also manages a Children's Centre which is on the same site as the school. It was inspected separately and the report is available on the Ofsted website.

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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

This is an outstanding nursery. Here children thrive and make good progress in their learning, and exceptional progress in all aspects of their personal development. Taken together, the outcomes for children are excellent as a result of a very rich and effective curriculum and care, guidance and support which is of the highest quality. By the end of nursery, children have made good progress to reach levels above those expected in most areas of learning. Satisfactory progress in mathematical development, in aspects of reading and knowledge and understanding of the world leads to attainment closer to expectation in these areas. Nearly all aspects of children's personal development are outstanding. They have a strong grasp of how to be healthy. They work confidently, safely and considerately and behave impeccably. These important factors are a vital part of their outstanding contribution to the school community. Children's outstanding spiritual, moral,

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Main findings

social and cultural development and their ability to learn through independent and group working are key factors in making them ready for the next stage in their education. Provision is exemplary in many ways. Staff know the children very well and, drawing upon up-to-date understanding of how children learn, diligently plan and adapt activities to suit children's changing needs and interests. Teaching includes examples of excellence, though there are occasional inconsistencies where children are insufficiently challenged and opportunities are missed to accelerate their learning. Children's particular learning needs are carefully identified and skilled support given. The school's equality policy is rigorously followed to prevent discrimination and all children have equality of opportunity to learn. The school is at the heart of its community as a result of extremely good relationships with parents and carers which promote involvement in their children's education and

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Main findings

exceptionally effective partnerships with the local authority and health services and the children's centre and day-care facilities on the same site. Under the expert and dedicated leadership of the headteacher, staff and the governing body share the same philosophy of educating young children and a common purpose in the pursuit of excellence that prevails throughout the day-care provision and the nursery school. Through a strong and effective partnership with the staff, the governing body ensures that it knows the school well and gives strategic direction in an outstanding way. The school's identification of its many strengths is mostly accurate although evaluation lacks precision in the use of evidence to support review and planning for improvement. Taking these factors together the capacity for sustained improvement is good.

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What does the school need to do to improve further?

 Consolidate arrangements to improve attainment and progress, especially in children's skills in mathematical development, in aspects of reading, and their knowledge and understanding of the world by:

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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

 - increasing the consistency of approach by all staff, both temporary and permanent, to challenge children and accelerate their learning  - ensuring that review and evaluation are more precise to aid planning activities and measuring their success.

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Outcomes for individuals and groups of children 1

Children thoroughly enjoy learning and achieve well. They have great enthusiasm for school. They eagerly join in planning activities with adults and classmates and, as active learners, they quickly seize opportunities to explore and investigate on their own or working together. Their excellent listening skills come to the fore when they contribute to discussions in both large and small groups. Children begin nursery with skills and abilities broadly similar to those expected for children of their age. They make good progress in most areas of learning. Attainment has improved over the past two years and is above levels usually seen at the end of the Nursery Year. Children's progress in physical development is outstanding. One group, for example, handled cutlery with remarkable dexterity as they prepared vegetables and fruit to make salads. Many show good control of pencils and markers as their writing is

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Outcomes for individuals and groups of children 1

beginning to develop legibility. Children make satisfactory progress in developing calculating skills although other aspects of their mathematical development are good. Their progress is satisfactory in linking sounds and letters when reading and in their knowledge and understanding of the world. Children with special educational needs and/or disabilities make equally good progress as their classmates with a few improving remarkably well. Children learning to speak English as an additional language make good progress and are clearly able to take a full part in play and learning activities. Children settle very quickly and follow routines commendably well. As they go about their work, they show a very strong sense of feeling safe and secure. They are exceptionally knowledgeable about food, take care with personal hygiene and exercise energetically. Through many worthwhile opportunities they reflect upon feelings and the wonder of life,

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Outcomes for individuals and groups of children 1

develop a sense of right and wrong and work and play with one another exceptionally well. Good levels of attendance, an excellent degree of confidence, well developed social skills and growing independence show children are well prepared for moving into the Reception Year.

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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 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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1

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?

Teachers and assistants exploit their knowledge of how children learn in order to prepare and support activities that foster children's independence and curiosity. The successful basis for teaching and learning in the school is the highly effective session of guided discussions. During these times children, with the support of adults, plan the things they wish to do when playing and learning. Of particular note is their enthusiastic discussion of memorable moments that have occurred during the day. The most skilful staff carefully choose when to intervene and give support. They seize every opportunity to develop communication and language skills. At its most effective, such teaching adroitly prompts children to the next level of thinking. For example, in a whole-class session, children were highly excited and enthusiastic participants in a discussion about feelings promoted through a very skilful mix of drama, puppetry and story telling. On occasions though, less

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How effective is the provision?

experienced staff offer too much help and restrict children's independence, or are not sufficiently alert to the chance to extend learning about letters and sounds. In turn, children do not make as much progress as they could. Key workers know children and their families very well and keep their knowledge of children's development up-to-date through carefully made assessments of their progress. Learning journals usefully incorporate a photographic record and are a valuable medium for sharing information on children's progress with parents and carers. An exemplary

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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

feature is the way in which teachers and teaching assistants reflect on children's work at the end of the day and plan individual activities to follow on the day after. Making use of detailed analyses of children's assessments is developing well. Children benefit enormously from the innovative and exciting curriculum. It offers substantial scope for active learning, widens their experience enormously and substantially fosters their outstanding personal development. Of especial note, is the way the school grounds are exploited: the school allotment is a superb resource to enhance many aspects of learning and build a very strong sense of community with families and helpers from the locality. The Forest School initiative does much to develop a strong sense of the importance of the environment and promote awe and wonder about the natural world. Many and varied visits, together with the contributions of visitors, enrich children's

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

experience. Creative Partnerships play an outstanding part in developing pupils' social and cultural development, for example, through many art-based activities. An atmosphere of care and welcome prevails throughout. Outstanding care is the bedrock of children's successful learning. Early assessments show when children have particular learning needs and, in partnership with external agencies and using expertise within the staff, effective support is given to help. In this way, weaknesses, particularly in speech and use of language, are addressed very successfully. Strong links with parents and carers successfully encourage participation and good attendance. Supervision is excellent and children are nurtured so they thrive by developing self-assurance and independence. Provision in the day-care facility is good: children are safely cared for and in turn are happy and contented. Care and education are closely integrated with excellent resources

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

and a good range of activities provided for the youngest children as well as for children aged three to five accessing the care in the morning or afternoon. Activities for older children are carefully arranged to complement those provided in the nursery. However, the planning of learning activities and the recording of progress for children aged two to three years are not yet contributing to continuity in all areas of learning in the nursery.

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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 and senior leaders successfully realise their ambition and high expectations for all children to have the best possible start to their education. All staff work well together with a strong team spirit reflecting high morale and a firm sense of belonging. Attention to safeguarding is meticulous. The governing body has ensured that

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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 requirements for children's welfare and childcare registration are met through good quality joint leadership and management of the day-care provision and the Early Years Foundation Stage in the nursery. Staff are well-trained in child protection and safeguarding and in turn they deal with any concerns in a proper and effective way. Importantly too, they ensure that children are able to conduct themselves with consideration for others and respect for property. The governing body provides excellent support and direction. They diligently consider detailed reports and complement their view of the school through a rigorous programme of visits and discussions with key staff. However, self-evaluation does not make sufficient use of the wealth of evidence available. For example, information about children's performance is not compared with benchmarks to measure progress accurately and other evidence is not used precisely to judge the

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

quality of all aspects of the school's work. The governing body and school successfully ensure full equality of opportunity. Boys and girls make equally good progress. Children learning English as an additional language are fully integrated and those with special educational needs and/or disabilities successfully learn alongside their friends. The school works very successfully to forge productive partnerships with parents and carers who in turn make extensive use of facilities available within the early excellence centre to further their own education. A wealth of information gives parents and carers useful ideas to help their children learn at home. As a result of this close cooperation, parents and carers express a very high degree of satisfaction with the school's provision for their children. Exceptionally strong partnerships with the local authority, higher education, community centres and curriculum development agencies here and abroad

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

greatly enhance the school's work, enrich the curriculum and contribute markedly to community cohesion.

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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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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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Views of parents and carers

A broadly average proportion of parents and carers returned questionnaires and, almost all were entirely supportive. Of the small number who wrote comments, all were very positive and appreciative of the support their children receive. The inspection findings concur entirely with these views. The inspection looked into the small number of reservations parents or carers expressed about support for their children's learning at home and their behaviour. The school helps parents and carers in several ways and shares ideas, through leaflets, discussions and activities held on the premises. Children behaved impeccably during the inspection.

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Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Bedewell Early Excellence Childrens Centre 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 30 completed questionnaires by the end of the on-site inspection. In total, there are 78 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 26 87 4 13 0 0 0 0 The school keeps my child safe 24 80 6 20 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 20 67 10 33 0 0 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 23 77 7 23 0 0 0 0

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Total % Total % Total % Total %

The teaching is good at this school 23 77 7 23 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 23 77 6 20 1 3 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 26 87 4 13 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) 20 67 7 23 0 0 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 23 77 7 23 0 0 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 21 70 7 23 2 7 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 25 83 5 17 0 0 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 26 87 4 13 0 0 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 26 87 4 13 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 August 2010 and are consistent with the latest published official statistics about maintained school inspection 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 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 Bedewell Early Excellence Children's Centre, Hebburn, NE31 1QY

I really enjoyed my time with you in your nursery. I could see how much you like being there because there are so many interesting things to do. You have some wonderful places where you learn and play, such as the art studio, the out-door area, the allotment and Forest School. I am sure you will remember for a long time things you have done and found out about. All the adults care for you and look after you very well. They make sure you are safe and happy and that you can learn and play in many ways. Yours is an outstanding nursery. I was delighted to see how quickly you settle in and join discussions in your groups when you are planning things to do. I was also delighted to see how you think about other people, share things and take turns. I was impressed by how well you look after the toys and equipment and the speedy way you tidy up when asked. I looked at the photographs of you at work and I saw how much you are learning whilst in

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Inspection of Bedewell Early Excellence Children's Centre, Hebburn, NE31 1QY

the nursery. To make your learning even better your teachers are going to plan more activities for you to solve problems and use numbers, to learn more about letters and sounds to help you with reading and writing and learn more about many things in the world around us. You have many opportunities in the Nursery at Bedewell Early Excellence Centre to learn about life and these help you to prepare for your next school. I hope that you all do really well.

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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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