Shenley Fields Nursery School

Age group 3–4 Inspection date(s) 3–4 October 2011 Inspection number 376833 Shenley Fields Nursery School Inspection report

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Unique Reference Number 103142 Local Authority Birmingham Inspection number 376833 Inspection dates 3–4 October 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 3–4 Gender of pupils Mixed Number of pupils on the school roll 58 Appropriate authority The governing body Chair Brian Chatham Headteacher David Aldworth Date of previous school inspection 10 June 2009 School address Woodcock Lane Birmingham B31 1BU Telephone number 0121 6753065 Fax number 0121 6753051 Email address enquiry@shnlyfld.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. Thirteen lessons were observed involving six early years’ practitioners. Discussions were held with parents and carers, the headteacher, deputy headteacher and governors. They observed the school’s work, and looked at a range of documentation including teachers’ planning, observations made on children and records of their progress. Twenty-five questionnaires from parents and carers and six from staff were analysed.

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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

 How well the nursery tracks the progress of different groups of children especially those with special educational needs and/or disabilities and children who speak English as an additional language.  Governors’ involvement in evaluating the effectiveness of the nursery.  How effectively the nursery promotes community cohesion.

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Information about the school

The nursery is part of a Children’s Centre which serves the Bartley Green and Weoley Castle wards of Birmingham. The majority of families in the area are from White British backgrounds with a very small proportion of families from other heritages with no predominant ethnic group. A very small minority of children are at the early stages of learning English as an additional language. The number of children identified as having special educational needs and/or disabilities is average. The nursery offers a mix of full and part-time places. An inspection of the children’s centre and early year’s child care provision had been undertaken previously and has been reported on separately. The nursery has received the Healthy Schools Award.

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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

The nursery provides a good quality of education. Parents and carers are delighted with what is on offer. Children experience a memorable start to their learning where they rapidly acquire skills that prepare them for their next stages of education. There are notable strengths, including children feeling exceptionally safe and demonstrating impeccable behaviour due to outstanding care, guidance and support and exemplary safeguarding procedures. Children have excellent knowledge of healthy lifestyles and know about the impact of exercise on their body.

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Main findings

Outstanding partnerships with parents and carers and excellent relationships permeate the nursery. One parent, speaking for many, said ‘The nursery is just fantastic, I can’t fault it.’ Another commented, ‘Our children are exceptionally happy here and they grow in confidence.’ Attendance is good because even if children are ill they want to attend nursery to be with their key persons.

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Main findings

When children join the nursery their skills and abilities, especially in communication, language and literacy and personal, social and emotional development, are below those expected for their age. All children have equal access to good learning opportunities both indoors and outdoors. Children, including those with special educational needs and/or disabilities and those learning English as an additional language, make good progress but there are times when more capable children are not sufficiently stretched. This is because teachers do not use questions that extend these children’s thinking skills and teachers’ planning does not identify precisely enough the skills that these children need to learn. Good progress is attributable to good teaching and secure tracking of data. The deputy headteacher has introduced a very comprehensive tracker which clearly identifies progress of different groups.

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Main findings

Staff know the children exceptionally well and do much to encourage their uniqueness. However, there is a lack of uniformity among them in the way that they identify the next steps of learning in their observations, a matter which the headteacher and deputy headteacher know needs improving. Activities planned follow children’s interest levels very well but, occasionally, teachers fail to ‘seize the moment’ in order to deepen children’s learning. This results in some more capable children not being sufficiently challenged. All staff are very committed to ensuring exceptionally high levels of welfare and children respond positively to the very encouraging attitudes shown towards them.

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Main findings

Responses to staff questionnaires show morale is high. This is because of the good

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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

leadership and management of the headteacher and deputy headteacher who have galvanised staff into providing children with exciting learning opportunities both indoors and outdoors. Safeguarding practices are exemplary in that all staff know the procedures that are to be followed should any issues arise. Self-evaluation is accurate and the governing body are very supportive of all aspects of nursery work. They fulfil their statutory duties but are at the early stages of evaluating cost effectiveness of spending. This is because the school development plan, while focusing on all the correct priorities, has rather vague success criteria which are difficult to monitor. Given the nursery’s good track record of improvement since the last inspection in developing secure tracking systems for children learning English as an additional language, and improving the quality of teaching where there are a few examples of outstanding teaching, the nursery’s capacity for improvement is good.

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What does the school need to do to improve further?

 Ensure that more capable children are consistently challenged by:  improving the quality of teachers’ planning to reflect skills that need to be acquired in all activities undertaken  improving teachers’ knowledge of questioning that deepens children’s thinking skills.

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What does the school need to do to improve further?

 Improve the quality of school development planning by clearly identifying success criteria on actions undertaken so that governors can monitor the impact of the nursery’s provision on children’s outcomes.

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Outcomes for individuals and groups of children 2

Children love coming to the nursery, as demonstrated by good attendance. ‘My child doesn’t even kiss me goodbye, he is that eager to see his key person,’ said one delighted parent. Children play well together; they take turns and develop good team work. They make good progress in acquiring early reading, writing and number skills and happily use computers and programmable toys. These skills contribute well to their future economic well-being. Children with special educational needs and/or disabilities and those learning English as an additional language, make good progress because targets on their individual learning plans are used well in planned activities. Children have excellent knowledge of keeping safe and look out for one another’s safety outdoors. They know not to walk in front of the swinging rope and take great care combining materials to build the den. Behaviour is exemplary as staff consistently reinforce accepted ways of working and plan exciting activities both

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Outcomes for individuals and groups of children 2

Children have excellent knowledge of healthy lifestyles; they eat their fruit and healthy snacks with glee, drink milk and delight in making healthy fruit loaves. They can make their needs known because they are taught the language of feelings and emotions. They are not afraid to taste a variety of fruit and different vegetables. Children value their nursery community and collect money for the Acorn Charity.

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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

They know their own community well as they are regular visitors to the local shops and they have links with a school in Kenya. They eagerly tidy up; they tend their garden regularly and understand the importance of recycling. Children’s spiritual, moral, social and cultural development is good. They are curious about the world around them and they marvel at the wide variety of purses that they use in their play. They love music and participate fully in both listening and creating their music. They respect one another and their excellent behaviour results from strong moral development in understanding right from wrong.

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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?

A good range of interesting curriculum opportunities in both the indoor and outdoor environment extend and broaden children’s experiences and contribute to their love of learning. The outdoor environment is a ‘haven of adventure’ and reflects good opportunities for learning in all six areas of learning. There is a good balance of adult led and child initiated activities and children’s interest levels are acted upon. On the rare occasion, some staff miss opportunities to deepen learning by intervening and taking the learning to the next level, as a result more capable children repeat what they know without being fully extended. Children are effectively encouraged to make choices between independent and focused group work. Teachers have good subject knowledge and have ensured that the environment is enabling for all groups of children to access learning. In the best lessons, teachers consistently upgrade

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How effective is the provision?

children’s language and link the learning with home experiences. ‘Do you help

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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

mummy bake? I can see that you have cracked squishy eggs before!’ Children think of themselves as expert learners because of the good encouragement and praise used by staff. Assessments are made regularly but this information is not always translated into children’s learning journals resulting in inconsistencies in identifying the next steps in learning. This, occasionally, limits progress of more capable children who could be achieving more.

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

Children celebrate one another’s cultures; they cook Chinese food, read stories about children in different countries and honour one another’s differences. Outstanding attention to welfare and well-being results in excellent relationships. Children know that they are cherished and well looked after so they are willing to take risks, such as climbing high on the outdoor climbing frame. Relationships throughout the nursery are outstanding. All staff model respect towards one another and there are good links with professionals from the Children’s Centre such as health visitors, speech and language therapist and educational psychologist. There are good arrangements for introducing children and their families in the nursery and everyone is made to feel welcome. Good links exist with primary schools to ease children’s moves to the next school.

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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?

The headteacher, very ably supported by the acting deputy headteacher, has high expectations and will stop at nothing to ensure all children get a ‘good deal’. Systems for promoting safeguarding are excellent and known by staff. All staff have been trained on child protection and are very vigilant regarding children’s welfare. There is a common sense of purpose among all staff in supporting children and their families in building self-confidence and self-esteem. Partnerships with parents and carers are outstanding because of the way the nursery enables them to become true partners in their children’s learning. Quick and accurate signposting to a variety of agencies enables parents and carers to access the help that they need.

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How effective are leadership and management?

Teaching and learning are effectively monitored and staff performance management is regularly undertaken with targets identified for improvement. The nursery is developing into a hub of reflective practice with staff keenly striving to improve on previous best performance. Self-evaluation is accurate and the governing body is actively involved in the nursery’s development. All requirements for safeguarding and

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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 health and well-being are in place but monitoring of outcomes of actions identified in the school development plan is not sufficiently rigorous. The drive for equality of opportunity is at the heart of the nursery’s work. Monitoring of achievement by gender and ethnic groups informs school development planning and subsequent budget allocation. A very thorough community cohesion audit and action plan ensures that the nursery is promoting cultural diversity effectively. Children’s good achievement and enjoyment clearly shows that the nursery provides good value for money.

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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

Around 43% of parents and carers returned the inspection questionnaire. Conversations with them, coupled with an analysis of questionnaire responses show that parents and carers are unanimous in their appreciation of what the nursery provides. Inspection evidence supports the very positive views of parents and carers.

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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 Shenley Fields 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 25 completed questionnaires by the end of the on-site inspection. In total, there are 58 children registered at the school.

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Total % Total % Total % Total %

My child enjoys school 18 72 7 28 0 0 0 0 The school keeps my child safe 20 80 5 20 0 0 0 0 The school informs me about my child’s progress 14 56 8 32 0 0 0 0 My child is making enough progress at this school 13 52 10 40 0 0 0 0 The teaching is good at this school 18 72 6 24 0 0 0 0 The school helps me to support my child’s learning 16 64 9 36 0 0 0 0 The school helps my child to have a healthy lifestyle 15 60 9 36 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) 12 48 11 44 0 0 0 0

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Total % Total % Total % Total %

The school meets my child’s particular needs 14 56 11 44 0 0 0 0 The school deals effectively with unacceptable behaviour 14 56 9 36 0 0 0 0 The school takes account of my suggestions and concerns 14 56 9 36 0 0 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 16 64 8 32 0 0 0 0 Overall, I am happy with my child’s experience at this school 19 76 6 24 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 Sixth forms 15 42 41 3 Special schools 30 48 19 3 Pupil referral units 14 50 31 5 All schools 10 44 39 6

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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 08 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 Shenley Fields Nursery School, Birmingham B31 1BU

Thank you for helping us to find out about the wonderful things you do during your time in the nursery. We really enjoyed seeing you work and play. Thank you for the very tasty fruit loaf; I have taken the recipe and will try it out myself at home. It was lovely to spend time with you and see how happy you are and how well you learn. I can see that this is because of the way in which your headteacher, acting deputy headteacher, governing body and staff cherish your uniqueness. They take exceptionally good care of you and you feel very safe. Your behaviour is outstanding and you are very kind to one another. You learn well because of the good teaching and you are prepared well to go to the big school. You attend a good nursery and your headteacher is constantly looking at ways to make things better for you. Your outdoor area is an exciting place to learn. You know so many things about being healthy and staying safe, well done! You attend regularly and this helps your

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Inspection of Shenley Fields Nursery School, Birmingham B31 1BU

learning. Your parents and carers are delighted with the fact that you love coming to nursery.

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Inspection of Shenley Fields Nursery School, Birmingham B31 1BU

We have asked your headteacher and your teachers to be even more specific when planning your tasks so that you can learn even more, especially those of you who find learning easy. We have also asked your headteacher to improve a very important document called the school development plan by identifying the kinds of things that the governors can measure to see how well your nursery is improving. You can help by telling your teachers if the work you do is too easy and by telling the governing body how your learning is getting better as a result of the decisions they make.

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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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