St Stephen's Nursery School

St Stephen's Nursery School Inspection report

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Unique Reference Number 102704 Local Authority Newham Inspection number 355241 Inspection dates 13–14 June 2011 Reporting inspector Richard Potts

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

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Type of school Nursery School category Community Age range of pupils 3–5 Gender of pupils Mixed Number of pupils on the school roll 146 Appropriate authority The governing body Chair Jayadevan Pillai Headteacher Jane Johnson OBE Date of previous school inspection 19 November 2007 School address Whitfield Road Newham London E6 1AS Telephone number 0208 4711366 Fax number 020 8470 9351 Email address childrenscentre@st-stephens.newham.sch.uk

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Age group 3–5 Inspection dates 13–14 June 2011 Inspection number 355241 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 three additional inspectors. Inspectors visited 14 lessons and parts of lessons involving three teachers and several support staff. They held meetings with the headteacher and deputy headteacher of the federation, and with the deputy headteacher of the nursery. Inspectors also met with the members of the governing body and with a number of parents and carers. They observed the school's work, and looked at school documents, including development plans, tracking information, policies and procedures, governing body minutes, monitoring reports, curriculum plans and individual children's 'special books', for evidence of progress. In addition, inspectors considered 40 questionnaires completed by parents and carers and those completed by 24 staff. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  How much progress do all groups of children make, particularly those learning

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Introduction

English as an additional language and those with special educational needs and/or disabilities?  How well are assessment and tracking systems used to help raise children's attainment and progress?  How well does provision promote children's independence as learners?  How effective has the school been in improving regular attendance?

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Information about the school

This nursery school is part of a federation, which was established in April 2010. This brings together, under a federation headteacher and a single governing body, the nursery, a children's centre offering day-care provision and a primary school. The headteacher of the primary school assumed responsibility for the leadership and management of the nursery when the federation was established. A midwifery group practice, for which the governing body is not responsible, shares the site. The nursery is larger than average, providing places for 90 children in the morning session and a further 90 children in the afternoon. It serves a diverse ethnic and cultural community where 96% of the children are from minority ethnic backgrounds, of which 78% are of Asian origin, and 85% of the children speak English as an additional language. The number of children with special educational needs and/or disabilities, mainly related

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Information about the school

to behavioural or physical difficulties, is above average.

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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 Stephen's Nursery is an outstanding school that not only allows children to achieve exceptionally well, but also to develop into confident, caring, independent and enthusiastic learners. Due to excellent teaching and an exceptionally wide range of stimulating and interesting activities, children make outstanding progress and by the time they leave, most children reach the expected level of attainment for their age and a substantial minority exceed it. Parents and carers are overwhelmingly supportive of the school and hold it in high esteem. As one commented, 'One could not find a better school. The staff are excellent and there are various activities at all times for children, parents and carers.' Children's behaviour is excellent and staff deal very well with the few who find it harder to behave. Their spiritual, moral, social and cultural development is outstanding. Children know what constitutes right and wrong. They are eager volunteers for tasks such as

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Main findings

preparing the snack-time fruit and tidying the indoor and outdoor learning spaces. Relationships between adults and children are exemplary and this is one of the nursery's key strengths. Children's attitudes to their peers reflect these strong and respectful relationships, so they get on well together and show consideration for each other when sharing activities and equipment. Attendance is good because parents and carers have been helped to recognise the link between regular attendance and high achievement. The nursery has made attendance one of its priority improvement areas, as a result of which, fewer families are taking extended holidays during term time. Children feel safe and secure in their surroundings and demonstrate a high degree of independence that enables them to readily engage in new activities. Exceptional attention is paid to all aspects of children's welfare, so that the foundations for a healthy lifestyle, for enjoying and achieving in their learning, for

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Main findings

contributing towards their community and for developing a sense of responsibility are extremely well embedded. Provision for children with special educational needs and/or disabilities is excellent, so they achieve the challenging targets set out in their individual education plans. Adults work in a cohesive team to create a stimulating, innovative and highly effective learning environment. Detailed teaching plans, based on accurate assessment and meticulous record-keeping, cover all the areas of learning and development. Children's language awareness is very well developed through their work in communication, language and literacy, but less effectively in the other areas of learning because teaching plans do not always identify the key vocabulary associated with them. The curriculum is exceptionally broad, with imaginative use of the site supplemented by trips to local places of interest. The school's links with its community and the cohesion

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Main findings

fostered by it are outstanding. A 'Knowledge and Understanding of the World' session

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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

involved over 60 parents and carers, drawn from across the community, in observing and participating in their children's learning. The headteacher, supported by a highly effective and dedicated senior leadership team, has achieved much in a short time. Comprehensive and precise improvement plans, based on accurate self-evaluation, identify the correct priorities. The staff team is highly effective and unified under her vision for the future. Evidence indicates that children's progress, already at a high rate, is accelerating. Since the last inspection, the nursery has seen an improvement in almost every aspect of its work. This enviable track record, coupled with the high quality of its self-evaluation and improvement planning, underpins an excellent capacity for further improvement.

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What does the school need to do to improve further?

 Raise children's attainment in communication, language and literacy by: refining assessment procedures, by December 2011, so that the acquisition of key vocabulary across all areas of learning and development is systematically monitored improving lesson planning by specifying key vocabulary in all aspects of learning and how it will be taught, by September 2011.

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Outcomes for individuals and groups of children 1

Children join the nursery with skills and understanding that are well below expected levels for their age, particularly in communication, language and literacy and in their personal, social and emotional development. All groups of children were seen to be making equally outstanding progress during the inspection, including those who are new to learning English, and those with special educational needs and/or disabilities. The introduction of 'Every Child a Talker' has had a positive impact in developing children's speaking and listening skills and they are keen to talk about what they are doing and to make links with their learning elsewhere. This was seen when a group was handling giant African snails and discussing what they ate: 'Lettuce that's good. Not sweets that make them fat.' Children demonstrate excellent understanding and tolerance when listening to others. They are happy to share their ideas and thoughts with adults and eager to try new

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Outcomes for individuals and groups of children 1

experiences. Children understand the elements of a healthy lifestyle and enjoy their fruit snack. Adults skilfully use this time to initiate conversation and to encourage children to talk. As a result, children's vocabulary and spoken language are very well developed. However, opportunities are not always taken to systematically extend children's spoken English in all aspects of their work by identifying key vocabulary and carefully monitoring the children's acquisition of it. The excellent indoor and outdoor learning environments are used extremely well to ensure that children's progress is maintained in all areas of learning and development. Strong links with the community are a particular strength of the nursery. Teachers use every opportunity to extend children's spiritual and cultural development through engaging with parents and carers and learning about festivals and customs.

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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 1

Taking into account: Children's attainment¹

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

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 1

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?

Adults know children's individual interests well and skilfully exploit these to encourage further learning. Support staff are highly effective in caring for children and in driving their learning forward. The deployment of bilingual staff to promote children's understanding and to act as positive role models of language effectively underpins children's acquisition of English. Children's knowledge, skills and understanding are constantly and accurately assessed. The resulting information is used to monitor the progress of groups and individuals and to tailor teaching plans to meet their learning needs. Each child has a 'special book' which charts their progress and serves as an excellent prompt to discussions with both the children and their parents and carers. The nursery is highly successful in engaging parents and carers in their children's learning and provides high-quality advice and guidance to

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How effective is the provision?

them about how to support their children's progress and development. The quality of care, guidance and support given to children is outstanding. The nursery is a welcoming, secure and stimulating environment. Children who are in need of more support are exceptionally well guided by staff and given the same equality of opportunity as their peers. Support for children whose circumstances make them particularly

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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

vulnerable is an established and highly effective part of provision, enabling all to enjoy and achieve.

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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 1

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

The headteacher and leadership team successfully promote a shared vision and the highest expectations among staff. There is an unremitting focus on improving outcomes for children, based on detailed, precise and accurate analysis of performance. Now part of a federation, the leadership team correctly identifies its role as providing the foundation for further, seamless, educational success as children progress through the nursery and into the primary school. Staff feel valued and supported and morale is very high. The nursery's particular success in reaching out and engaging with its community has made a significant contribution to cohesion and every opportunity is taken to extend children's awareness of the different world cultures represented in their area. Equality of opportunity lies at the heart of the nursery's work and underpins its provision, so that outcomes for all children are equally positive.

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How effective are leadership and management?

The work of the governing body is excellent and the growing success of the nursery within the broader federation bears testimony to the foresight, passion and dedication of its members. The governing body benefits from exemplary links with the community, an unshakeable determination to get the best for the children and excellent relationships, which enable it to provide support while holding the leadership team robustly to account. At the time of the inspection, safeguarding procedures were found to be outstanding. There is a comprehensive awareness of safeguarding issues that extends to staff and governors, all of whom have benefited from regular training. As a result, safeguarding permeates all aspects of the nursery's work and links with other agencies are 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

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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Views of parents and carers

The overwhelming majority of parents and carers who returned questionnaires expressed very positive views about the school.. Capturing the mood of the majority, one commented, 'St Stephen's is a very good school. I am very happy overall.' A very small number of parents and carers expressed concerns about the way children's behaviour was managed. Over the time of their visit, inspectors found that behaviour was exemplary and that staff dealt very well with those who found it harder to behave appropriately.

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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 Stephen'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. The inspection team received 40 completed questionnaires by the end of the on-site inspection. In total, there are 180 children registered at the school.

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Total % Total % Total % Total %

My child enjoys school 34 85 5 13 0 0 0 0 The school keeps my child safe 26 65 12 30 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 29 73 11 28 0 0 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 25 63 13 33 0 0 0 0

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Total % Total % Total % Total %

The teaching is good at this school 25 63 12 30 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 27 68 11 28 1 3 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 24 60 12 30 1 3 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 50 11 28 1 3 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 22 55 16 40 1 3 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 21 53 14 35 2 5 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 22 55 14 35 1 3 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 25 63 11 28 0 0 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 33 83 7 18 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 2010 to 31 December 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 2010/11 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 St Stephen's Nursery School, London E6 1AS

It was lovely to meet you when we came to visit your nursery. We really liked so many of the things that you do. We enjoyed watching you playing in the cave and the willow tunnel and looking after your sunflowers in the garden. We thought your impressions of the animals in the jungle and the ocean were really lifelike! You go to an outstanding nursery. Here are some of the best things about it.  The adults look after you very well and make sure you have an excellent range of interesting and exciting things to do.  You thoroughly enjoy school and are very good at keeping safe and healthy.  You behave extremely well and are polite and kind to each other and to the adults.  You learn really quickly. This is what we are asking your nursery to do next, so it gets even better.  Help you to achieve even more, by making sure that the teachers take every opportunity to develop your English language skills.

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Inspection of St Stephen's Nursery School, London E6 1AS

Thank you again for talking to us about what you like doing. You and your families can help by making sure you come to nursery every day.

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

telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

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