Rebecca Cheetham Nursery and Children's Centre

Rebecca Cheetham Nursery Education Centre Inspection report

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Unique Reference Number 102702 Local Authority Newham Inspection number 355239 Inspection dates 8–9 March 2011 Reporting inspector Mary Summers

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

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Type of school Nursery School category Community Age range of pupils 3–4 Gender of pupils Mixed Number of pupils on the school roll 110 Appropriate authority The governing body Chair Ruba Sivagnanam Headteacher Jean Bolam (acting) Date of previous school inspection 27 November 2007 School address Marcus Street London Newham E15 3JT Telephone number 02085343136 Fax number 02085553219 Email address info@rebeccacheetham.newham.sch.uk

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Age group 3–4 Inspection dates 8–9 March 2011 Inspection number 355239 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 visited seven sessions which were led by a total of ten teachers and practitioners. They observed the Nursery's work, and looked at documents associated with safeguarding procedures and self- evaluation. They examined data and information about pupils and looked at samples of their work. They also scrutinised improvement plans as well as planning for lessons and the curriculum. Minutes from meetings held by the governing body and monitoring and evaluation reports written by senior leaders, as well as the local authority, were also examined. Inspectors took account of the views of 17 members of staff who had completed questionnaires as well as the content of 36 questionnaires that had been completed and returned by parents and carers. The inspection team reviewed many aspects of the Nursery's work. It looked in detail at a number of key areas.

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Introduction

 How well does the Nursery provide for the growing numbers of children with special educational needs and/or disabilities?  What is the impact of the Nursery's work on raising attendance levels?  How well are children developing their skills in information and communication technology?  How effectively is the senior leadership team monitoring and evaluating the Nursery's work and planning for improvement?

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Information about the school

Rebecca Cheetham Nursery Education Centre draws its children from a diverse range of cultural and social backgrounds. Most come from minority ethnic groups. The largest groups are from Asian and White European heritages. Thirty-two different languages are spoken. About half of children come from homes where English is not the first language and one third are in the early stages of learning English. Just under a fifth of children have special educational needs and/or disabilities. Their main needs are speech, language and communication. Seventy children attend in the mornings and seventy in the afternoons. The Nursery has gained an Early Years Healthy Eating award from the local authority. The Nursery offers a range of services to parents and carers and the wider community, with other agencies to fulfil its role as a children's centre. These include family support, community support and health services. This inspection covered only the education and

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Information about the school

well-being of children aged three and four. The children's Centre is inspected separately. The acting headteacher has been in place since September 2009. A new deputy headteacher, who has been acting for the last two terms, takes up the substantive appointment in April 2011. 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 Nursery has been through a challenging period over the last eighteen months without a permanent senior leadership team. Nonetheless, with the satisfactory leadership provided by the temporary headteacher and governing body, appropriate support from the local authority and, more recently, targeted support from two headteachers from a local school, the Nursery is providing a satisfactory education for children. The new substantive deputy headteacher has brought much needed stability to the leadership team. Children start in the Nursery with a wide range of skills and abilities, but these are often below those expected for their age. Skills in communication, language and literacy and problem solving, calculation and number are often well below those typically expected. They make satisfactory progress and their achievement is satisfactory by the time they transfer to other schools. They reach expected levels for their age in personal, social and

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Main findings

emotional development, physical and creative development and in their knowledge and understanding of the world, although their attainment in linking sounds and letters, writing, calculation and problem solving remains below those levels. This is because there are not enough planned opportunities for children to develop these skills. Children with special educational needs and/or disabilities and those learning to speak English as an additional language make satisfactory progress. However, although making satisfactory progress overall, these children and those who are more able do not always reach the levels they should because some activities set for them are not matched well enough to their abilities. Satisfactory teaching that takes into account children's interests enables children to grow in confidence and become independent learners. The outdoor area in particular is well organised and provides some useful opportunities for children's development, especially in

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Main findings

personal and physical development and knowledge and understanding of the world. Children feel safe, lead healthy lifestyles and make a good contribution towards enabling the Nursery to run smoothly. The Nursery welcomes and encourages parents, carers and partners in the wider community to become involved in demonstrating different aspects of their different cultures during the day and at special events, such as Chinese New Year. The Nursery's engagement with parents, carers and external bodies is good and supports children's personal and social development well. Senior leaders have a satisfactory vision for the future and are sharing this effectively with staff. Monitoring and evaluation processes have been strengthened recently and are providing leaders with satisfactory information about performance. However, they are still not organised well enough to provide a detailed and accurate picture so that specific

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Main findings

weaknesses can be identified. Senior leaders monitor provision, but not rigorously or regularly enough to help teachers and practitioners develop their practice quickly. Improvement plans, while focusing on some of the key priorities, lack clear targets, 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

actions, milestones and lines of accountability to secure rapid improvement. Nonetheless, improvement since the last inspection has been satisfactory, especially in the use of information and communication technology and in the way adults are responding to the increased expectations of their roles. This improvement, coupled with children's good personal development and satisfactory academic progress, shows that there is satisfactory capacity to sustain improvement. Up to 40% of the schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

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What does the school need to do to improve further?

 Improve children's progress and achievement in linking sounds and letters, writing, calculation and problem solving by planning more opportunities within adult-led and child-initiated activities.  Improve the quality of teaching by ensuring that assessment information is used effectively to plan activities that match children's individual needs more closely.  Improve leadership and management by July 2011 by: establishing a clear cycle of monitoring and evaluation, involving senior leaders and the governing body, to identify strengths and weaknesses in the Nursery's performance ensuring that improvement plans include measureable targets, actions, milestones by which to judge progress and clear lines of accountability checking the quality of teaching regularly and providing feedback to adults about how they can improve their practice.

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Outcomes for individuals and groups of children 3

Children, whatever their starting points, make satisfactory progress and their achievement and attendance is satisfactory. They play well in activities designed to stimulate their imagination as well as to promote their social and moral development effectively. Two older children helped one another to fill buckets in the sandpit, for example, taking turns in sharing the spade and talking about the 'chocolate cakes' they were making. Children enjoy using digital cameras to record their achievements and use computers appropriately to access programs from a list of options on the menu. Relationships between key persons and children are good and this means that children respond readily to their key persons and behave well. Regardless of the weather, children enjoy all the different activities that are prepared for them outside. They designed and built pathways from milk crates, enjoyed whisking 'pancakes' from flour and water and experimented with materials in the waterfall to see

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Outcomes for individuals and groups of children 3

which floated and sank. They enjoyed listening to a story and acting it out with puppets, running away from 'the crocodile' with great excitement. They develop their confidence with language and vocabulary appropriately because adults give them many opportunities to talk about what they are doing. Their knowledge of letter sounds and skills in writing, calculation and problem solving are weaker because there are few planned activities to support the development of these skills. 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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Outcomes for individuals and groups of children 3

The Nursery's work to gain the Early Years Healthy Eating award from the local authority means that children have a good awareness of how to keep themselves fit and healthy. They learned from adults' good examples during snack and lunch times, showing good table manners and chatting pleasantly together. They take great care to play safely on equipment and are confident to tell adults if they have a problem. Their good behaviour and contributions to tidying up indicate they make a good contribution to the smooth running of the Nursery. Children's spiritual, moral, social and cultural development is good. Children play effectively with their friends from different backgrounds and are developing a good understanding of right and wrong.

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Outcomes for individuals and groups of children 3

These are the grades for children's outcomes

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Outcomes for individuals and groups of children 3

Outcomes for children in the Early Years Foundation Stage 3

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Outcomes for individuals and groups of children 3

Children's achievement and the extent to which they enjoy their learning 3

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Outcomes for individuals and groups of children 3

Taking into account: Children's attainment¹

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Outcomes for individuals and groups of children 3

The quality of children's learning and their progress 3

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Outcomes for individuals and groups of children 3

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

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Outcomes for individuals and groups of children 3

The extent to which children feel safe 2

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Outcomes for individuals and groups of children 3

The extent to which children adopt healthy lifestyles 2

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Outcomes for individuals and groups of children 3

The extent to which children contribute to the school and wider community 2

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Outcomes for individuals and groups of children 3

The extent to which children develop skills that will contribute to their future economic well-being

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Outcomes for individuals and groups of children 3

Taking into account: Children's attendance¹

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Outcomes for individuals and groups of children 3

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

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Outcomes for individuals and groups of children 3

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

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How effective is the provision?

A wide range of interesting activities are planned to promote children's creativity, their personal development and knowledge and understanding of the world. The new deputy headteacher has recently begun a programme to introduce letters and sounds to the children, but this is still at the very early stages to show any significant impact. A good range of visits and visitors to the Nursery helps children to learn, for example, about road safety, good dental hygiene and the wide range of different cultures within their own local community. An appropriate balance between activities led by adults or initiated by children 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?

is provided. Sessions led by adults encourage children to develop their language for thinking and their knowledge and understanding of the world. Most adults are skilled at asking questions and provide good opportunities for children to express themselves at length. They have positive relationships with the children which help them to manage their behaviour well. Planning is satisfactory and includes all six areas of learning. However, some aspects receive insufficient attention, for example sounds, letters, writing, calculating and problem solving, and this hinders children's progress. Teachers' use of assessment to support learning is, in many respects, satisfactory. For example, teachers ask questions that are designed to find out what children know, understand and can do, then ask further questions to extend their understanding. Adults make regular assessments that build into a useful portfolio which

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How effective is the provision?

tracks children's progress and achievements. However, this information is not always used effectively to ensure that activities are planned at the correct levels for children with different needs. The level of care, guidance and support is satisfactory. Effective links with the children's centre open up many opportunities for parents to seek guidance about their children's health and well-being. Induction arrangements are successful in settling children into Nursery and there are good systems to help them transfer to their next schools. The before- and after-school care is good and enables children to enjoy a homely atmosphere in the 'Yellow Room' at the beginning and end of the day. Recent monitoring has identified the need to improve levels of cleanliness in the Nursery, as some of the toys and equipment are not as clean as they might be. The support and guidance provided for pupils with special educational needs and/or disabilities and those learning English as an

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How effective is the provision?

additional language are satisfactory. Their needs are quickly assessed and contact made with parents, carers and any relevant external agencies to access support and advice. However, targets for improvement often lack clarity and this makes it difficult for key persons to plan carefully enough to help children meet their goals.

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How effective is the provision?

These are the grades for the quality of provision

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How effective is the provision?

The quality of provision in the Early Years Foundation Stage 3

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How effective is the provision?

Taking into account: The use of assessment to support learning

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How effective is the provision?

The extent to which the curriculum meets children's needs, including, where relevant, through partnerships

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How effective is the provision?

The effectiveness of care, guidance and support 3

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How effective are leadership and management?

The leadership team has been strengthened recently by the appointment of a permanent deputy headteacher who is providing good support to the staff and the acting headteacher. The Nursery places its partnership with parents and carers and the local community at the heart of its work and this means that parents and carers develop good levels of trust in the staff at the Nursery. Good partnerships have been forged with a wide 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?

range of local agencies, for example health services, to make sure that staff and families can access advice and support when needed. An effective partnership between the temporary headteacher and two local headteachers has helped to clarify and share the vision for the Nursery's development. Policies and procedures have been strengthened to ensure the Nursery operates smoothly on a daily basis. Middle leaders are taking an increasingly active role in monitoring provision. However, there is no clear monitoring cycle to ensure that everyone understands their roles and responsibilities in evaluating the Nursery's performance and supporting improvement. Although improvement plans are satisfactory, they lack benchmarks to check progress towards clear and measurable targets, rigorous timelines and lines of accountability to ensure rapid improvement. There are satisfactory procedures to ensure that pupils are safe at the Nursery. Staff are

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How effective are leadership and management?

properly trained in safeguarding and new staff are checked carefully to ensure their suitability. Staff promote equality of opportunity satisfactorily. The Nursery has begun to track the progress of different groups of pupils to identify underachievement. Racist incidents are rare, but procedures are in place to ensure that any which arise are tackled promptly. The governing body is supportive and has a satisfactory understanding of the Nursery's performance. It has been instrumental in guiding and supporting senior staff during the past two years. Finances are monitored stringently to ensure that spending is within acceptable limits. At present, the governing body has a limited role in evaluating performance and in prioritising areas for improvement, but is currently seeking to improve this aspect of its work. The Nursery promotes community cohesion satisfactorily. Staff are working to improve links with communities and cultures outside the local environment.

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How effective are leadership and management?

These are the grades for leadership and management

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How effective are leadership and management?

The effectiveness of leadership and management in the Early Years Foundation Stage 3

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How effective are leadership and management?

The effectiveness of leadership and management in embedding ambition and driving improvement

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How effective are leadership and management?

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

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How effective are leadership and management?

The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met

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How effective are leadership and management?

The effectiveness of the school's engagement with parents and carers 3

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How effective are leadership and management?

The effectiveness of partnerships in promoting learning and well-being 2

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How effective are leadership and management?

The effectiveness with which the school promotes equality of opportunity and tackles discrimination

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How effective are leadership and management?

The effectiveness of safeguarding procedures 3

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How effective are leadership and management?

The effectiveness with which the school promotes community cohesion 3

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How effective are leadership and management?

The effectiveness with which the school deploys resources to achieve value for money 3 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

Parents and carers who responded to the questionnaire are very positive about the school's work. They agree that their children enjoy school and that children are kept safe. A few commented that the Nursery did not help them to support their children at home and that children were not prepared well for the future. Parents' and carers' views overall are similar to those held by inspectors. From discussion with the headteacher and observations of children learning, inspectors noted that the Nursery organised a good range of workshops and meetings to help parents and carers learn how to support their children at home. Inspectors, who looked at a range of activities in which children were involved, judged that children were satisfactorily prepared for transfer to their next schools, although some aspects of literacy and numeracy were not up to the level expected for their age.

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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 Rebecca Cheetham Nursery Education Nursery to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongl y 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 36 completed questionnaires by the end of the on-site inspection. In total, there are 70 children registered at the school.

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Responses from parents and carers to Ofsted's questionnaire

Statements Strongly agree Agree Disagree Strongly disagree Total % Total % Total % Total % My child enjoys school 19 53 17 47 0 0 0 0 The school keeps my child safe 18 50 14 39 1 3 1 3

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Responses from parents and carers to Ofsted's questionnaire

My school informs me about my child's progress 14 39 17 47 3 8 1 3

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Responses from parents and carers to Ofsted's questionnaire

My child is making enough progress at this school 12 33 19 53 3 8 1 3

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Responses from parents and carers to Ofsted's questionnaire

The teaching is good at this school 12 33 20 56 3 8 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school helps me to support my child's learning 16 44 13 36 5 14 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school helps my child to have a healthy lifestyle 18 50 15 42 2 6 0 0

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Responses from parents and carers to Ofsted's questionnaire

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) 14 39 16 44 4 11 1 3

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Responses from parents and carers to Ofsted's questionnaire

The school meets my child's particular needs 14 39 18 50 2 6 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school deals effectively with unacceptable behaviour 13 36 18 50 2 6 1 3

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Responses from parents and carers to Ofsted's questionnaire

The school takes account of my suggestions and concerns 12 33 16 44 3 8 1 3

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Responses from parents and carers to Ofsted's questionnaire

The school is led and managed effectively 13 36 18 50 0 0 2 6

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Responses from parents and carers to Ofsted's questionnaire

Overall, I am happy with my child's experience at this school 17 47 14 39 3 8 0 0

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Responses from parents and carers to Ofsted's questionnaire

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 Rebecca Cheetham Nursery Education Centre, London E15 3JT

Thank you so much for welcoming us recently to your Nursery. You were very keen to tell us all about it and what you enjoyed most. Your views, along with everything else that we saw, helped us to get to know your Nursery and how well it works. You go to a satisfactory Nursery and these are some of the important things we found out about it.  You are happy and enjoy coming to Nursery.  You understand what it means to be healthy, and you enjoy healthy snacks and lunches.  You like your key persons and play well with each other.  You like playing outside in all weathers.  You enjoy learning about your environment. I liked the way you experimented with the eggs to see which were light and which were heavy. You had great fun cracking them all to see what was inside!  The people in charge are working well with your parents and carers to make sure you are happy and healthy. There are a few things that could be even better in your Nursery. We have asked the

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Inspection of Rebecca Cheetham Nursery Education Centre, London E15 3JT

adults to help you learn more about letters and sounds, writing and using and solving problems about numbers. We have asked the adults to use the observations they make of your activities to help plan the next steps in your learning. Finally we have asked those in charge to keep a close check on all the activities you are doing and how the adults are helping you, to make sure that you are all learning as well as you can. We would like them to plan more carefully to make sure that things improve at a faster rate. You can all help by continuing to listen carefully to your key persons.

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Inspection of Rebecca Cheetham Nursery Education Centre, London E15 3JT

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

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