Highters Heath Nursery School

Age group 3–5 Inspection date(s) 22–23 September 2011 Inspection number 376829 Highters Heath Nursery School Inspection report

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Unique Reference Number 103134 Local Authority Birmingham Inspection number 376829 Inspection dates 22–23 September 2011 Reporting inspector Bogusia Matusiak-Varley

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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 62 Appropriate authority The governing body Chair Sandra Langston Headteacher Claire Quinlan Date of previous school inspection 9 July 2009 School address 11 School Road Warstock Birmingham B14 4BH Telephone number 0121 4742356 Fax number 0121 4742356 Email address enquiry@hiheathn.bham.sch.uk 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

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after children, safeguarding and child protection. 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 . 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 information 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’.

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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. Twelve sessions of learning were observed, involving seven practitioners. Discussions were held with parents and carers, staff and members of the governing body. The inspectors observed the school’s work, and looked at children’s work, assessments, learning journals, local authority reviews, planning, 17 questionnaires from parents and carers and seven from staff.

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Introduction

The inspection team reviewed many aspects of the school’s work. It looked in detail at a number of key areas.

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Introduction

 To what extent all groups of children, especially boys, make the same amount of progress.  How well children are acquiring basic skills of letter sounds, early reading, writing and numeracy.  How effectively the role of middle leaders contributes to school self-evaluation.

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Information about the school

This is an average-sized nursery. Nearly all of the children are of White British descent. A small minority are from Pakistan, China and Somalia. Just under a fifth of the children are learning English as an additional language, and most of these children are at the early stages of learning English. A very small proportion of children are identified as having special educational needs and/or disabilities, mainly speech, language and communication difficulties. In 2011, the nursery received its renewed Basic Skills Quality Mark. The headteacher joined the school in January 2011.

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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 a good nursery where children make good progress in all six areas of learning. Staff are particularly adept at helping children to acquire good communication skills and develop high levels of confidence, independence and self-esteem. Both children and their parents and carers are very fond of the nursery. One said, ‘My son cries when he has to come home.’ Another expressed, ‘My daughter loves coming to nursery because every day something magical happens.’ Parents and carers are delighted with everything that the nursery has to offer, including the workshops that help them become more involved in their children’s learning.

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Main findings

All groups of children achieve well, including boys, because teaching meets their needs effectively. The well-planned curriculum is carefully matched to children’s interest levels and learning is carefully crafted around children’s engagement in activities, although staff sometimes miss opportunities to challenge the most able children in recording letters and numbers. Rigorous systems for care, guidance and support and a strong emphasis on the uniqueness and well-being of each child contribute effectively to their personal, social and emotional development. From a very early age, these children are avid learners who are are interested in the world around them. During the inspection they were seen handing out magnifying glasses to adults, encouraging them to find worms and insects in the soil!

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Main findings

Since the appointment of the new headteacher, staff have improved the accuracy of their assessments and observations of children. Children quickly establish routines and excellent relationships contribute to their excellent behaviour. Clear expectations are communicated so that children know what is expected of them. Children’s awareness of healthy eating and safety, both indoors and outdoors, is good. When children were seen learning outdoors they were very careful, knowing not to stand in the way of their friends coming down the slide and reminding one another that it is dangerous to push on the climbing frame. The renovation of the building has created a very friendly and welcoming, enabling environment in which all children thrive. Resources are good in all areas of learning. The nursery is clutter free and only carefully chosen activities are put out. This creates a sense of calm purposefulness.

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Main findings

Children’s moral and social development is particularly good, as staff stress the consequences of their actions and the importance of getting along with one another. They know their own community well, but do not have enough opportunities to develop their understanding of how others live in different countries.

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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

The headteacher has already, together with her deputy, accurately analysed the strengths and weaknesses of the nursery. They and the governing body are aware that not all staff are sufficiently involved in the self-evaluation process, and while all the correct priorities have been identified for improvement the school development plan is not sufficiently clear on success criteria for the actions to be undertaken. This prevents the governing body from fully evaluating the cost effectiveness of its spending decisions. Nevertheless, its members provide sound governance. They are regular visitors to the nursery and know the community well. Strong teamwork and effective leadership have enabled the nursery to develop its provision and maintain a good reputation in the local community. Its capacity for sustained improvement is good.

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What does the school need to do to improve further?

 Ensure that the most able children are consistently challenged to develop their recording skills in writing and number work.  Ensure that all staff are involved in rigorous self-evaluation, and that the resulting information is shared with the governing body in order for them to evaluate their cost effectiveness of their spending decisions.  Provide more opportunities for children to learn about the lives of children in different countries.

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Outcomes for individuals and groups of children 2

All groups of children achieve well. They thoroughly enjoy nursery and behave impeccably. They carefully walk around the nursery, both indoors and outdoors, forever mindful not to bump into their friends. Children start nursery with knowledge, skills and understanding below the levels expected for their age, especially in communication, language and literacy. They make good progress and leave with attainment broadly in line with expectations for their age. Above all, they are ready to learn and know how to stay on task and persevere in learning. All children have good opportunities to explore. In one session they stared in amazement at plastic minibeasts trapped in ice and tried to count them as they waited for the ice to melt. They marvelled at the wide range of birds found in the countryside and said that their favourites are black birds because they have big beaks. Children who are learning English as an additional language and those with special educational needs

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Outcomes for individuals and groups of children 2

and/or disabilities make equal progress to their peers. They delight in learning new vocabulary and playing with words they then use in made-up rhymes. Support for children with any difficulties is excellent as the nursery has very strong links with a range of agencies such as speech and language and educational psychologists. On rare occasions, progress is inconsistent because staff miss opportunities to extend the recording skills of more capable children.

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Outcomes for individuals and groups of children 2

Children feel safe in the nursery. They know that gates have to be shut and that if they are upset, they need to tell an adult. Minor disagreements are quickly settled because staff consistently explain to children the consequences of their actions.

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

Please turn to the glossary for a description of the grades and inspection terms

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

Children are kind and helpful to one another, take turns in speaking and listening, and if they throw sand on the floor, they quickly tidy up after themselves. Children love to cook with carrots and butternut squash, although they do not like the hard skin on the latter. Children are not afraid to take supported risks outdoors. They eagerly completed the obstacle course and had no problems squeezing through the plastic tunnel. Children are well prepared for their time in the reception year. They celebrate a range of festivals and read multicultural books such as Handa’s Surprise but, as yet, they do not know enough about the lives of children in other countries.

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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

Taking into account: Children’s attainment 1 The quality of children’s learning and their progress The quality of learning for children with special educational needs and/or disabilities and their progress

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economic well-being

Taking into account: Children’s attendance 1

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How effective is the provision?

Teaching is underpinned by the staff’s secure knowledge of how young children learn, and based upon detailed and insightful observations. All staff are skilled at intervening in children’s learning and plan a wide range of challenging indoor and outdoor activities. The nursery is a hub of activity with staff consistently modelling how to do things and talking to children about their learning. Songs are sung to support newly acquired vocabulary so that children have plenty of opportunities to practise what they have learnt. Staff are expert talkers; the impact of the Every Child a Talker programme is clearly seen in daily activities.

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How effective is the provision?

Strengths in the curriculum include many varied activities that are planned indoors and outdoors, enabling children to use their senses. Rolling mouldable clay to develop words such as long, short, flat, and same as contributes very effectively to

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How effective is the provision?

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

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

Please turn to the glossary for a description of the grades and inspection terms

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

children’s mathematical vocabulary. Imaginative role play is linked with real-life issues as children dig in their allotments and cook healthy food in the home corner. Celebrations of festivals and the sharing of harvest produce contribute to children’s good spiritual, moral, social and cultural development. Staff have excellent relationships with parents and carers and children, and there are high levels of trust. ‘My son loves his teachers, you can’t ask for more if you know your children are happy,’ said one very happy parent. Children are well guided and supported both pastorally and academically. Children with special educational needs and/or disabilities get expert advice and, as a result, make good progress. Staff work well to ensure children’s day-to-day health and safety. Children are often seen putting tissues to their noses ‘to catch the germs’.

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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

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

Even though the headteacher has only been in post for under a year, she has made many changes. Her quiet, purposeful manner has won the hearts and minds of the staff, parents and carers and children, and she wants the very best outcomes for the children. An interim school development plan identifies all the areas for improvement but, as yet, it is not underpinned by rigorous success criteria. Self-evaluation, though accurate, is at the early stages of development and not all staff are fully involved in evaluating their practices according to established criteria. The headteacher is implementing this as a matter of urgency so that everyone has ownership of self- evaluation.

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How effective are leadership and management?

The monitoring of teaching and learning by the headteacher is accurate and regular. Other senior leaders are now playing a more proactive part in leading change and are contributing to school development planning. The nursery’s contribution to community cohesion is developing but is at an early stage at the global level. Excellent relationships with parents and carers contribute to helping them understand diversity in the locality, and the nursery has been used as a centre for Asian women to undertake study classes. All children are valued and the nursery closely monitors attainment by different groups. Leaders effectively promote equality and ensure that there is no discrimination and that no child is left behind. The headteacher works very closely with other professionals to enhance provision, especially the headteacher in the adjacent primary school and the local childminder’s group.

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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

The systems for safeguarding children’s health and safety meet government requirements and include appropriate policies. Children are well cared for and support for families whose circumstances make them vulnerable is underpinned by excellent links with the local children’s centre. The nursery deploys resources well to achieve good value for money and a well-thought-out plan covers any issues relating to potential budget shortfall.

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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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driving improvement

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

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Views of parents and carers

The views of parents and carers are overwhelmingly positive. They are very happy with everything that the nursery provides. Parents and carers are very confident that the headteacher will always deal with issues fairly and in a very positive manner.

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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 Highters Heath 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 17 completed questionnaires by the end of the on-site inspection. In total, there are 62 children registered at the school.

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Total % Total % Total % Total %

My child enjoys school 10 59 7 41 0 0 0 0 The school keeps my child safe 11 65 6 35 0 0 0 0 The school informs me about my child’s progress 11 65 6 35 0 0 0 0 My child is making enough progress at this school 7 41 10 59 0 0 0 0 The teaching is good at this school 11 65 5 29 0 0 0 0 The school helps me to support my child’s learning 12 71 4 24 0 0 0 0 The school helps my child to have a healthy lifestyle 12 71 4 24 0 0 0 0 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) 7 41 6 35 1 6 0 0

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Total % Total % Total % Total %

The school meets my child’s particular needs 10 59 6 35 1 6 0 0 The school deals effectively with unacceptable behaviour 8 47 9 53 0 0 0 0 The school takes account of my suggestions and concerns 10 59 6 35 0 0 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 9 53 7 41 0 0 0 0 Overall, I am happy with my child’s experience at this school 12 71 5 29 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. Grade 2 Good These are very positive features of a school. A school that is good is serving its children well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its children. 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

Nursery schools 43 47 10 0 Primary schools 6 46 42 6 Secondary schools 14 36 41 9

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Type of school Outstanding Good Satisfactory Inadequate

Sixth forms 15 42 41 3 Special schools 30 48 19 3 Pupil referral units 14 50 31 5

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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 8 April 2011 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.  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 Highters Heath Nursery School, Birmingham, B14 4BH

Thank you for the very warm welcome we received when we visited your nursery. It was lovely to see the many exciting things you do, and to watch you learn. You attend a good nursery where you all develop and learn well.

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Inspection of Highters Heath Nursery School, Birmingham, B14 4BH

You are taught well and you have excellent relationships with all the adults in the nursery. You are well cared for and supported in the way your teachers record what kind of activities you are interested in. Your behaviour is excellent. You are very kind to one another and you know right from wrong. You make good progress and you walk very sensibly around the nursery. You know a lot of things about healthy eating, and tell teachers if you are not happy. You are well prepared for going into the reception class.

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Inspection of Highters Heath Nursery School, Birmingham, B14 4BH

We have asked your headteacher and staff to do some things to make learning even better.

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Inspection of Highters Heath Nursery School, Birmingham, B14 4BH

 Make sure that those of you who find writing and number easy have more opportunities to record and practise your letters and numbers.  When the school tries out new ideas and buys new things to help you learn more, check how well the money has been spent. Give you more opportunities to learn about children’s lives in different countries. You can help by asking your teachers to tell you a bit more about these things through different stories and books about children’s lives in different countries.

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Inspection of Highters Heath Nursery School, Birmingham, B14 4BH

We hope you continue to enjoy learning so much.

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from Ofsted’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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