Golborne & Maxilla Nursery School

Age group 3–5 Inspection date(s) 14–15 May 2012 Inspection number 376402 Golborne Children's Centre Inspection report

p.1

Unique reference number 100472 Local authority Kensington and Chelsea Inspection number 376402 Inspection dates 14–15 May 2012 Lead inspector Madeleine Gerard

p.1

This inspection of the school was carried out under section 5 of the Education Act 2005. The registered childcare provision, managed by the governing body, was inspected under sections 49 and 50 of the Childcare Act 2006.

p.1

Type of school All-through School category Community Age range of pupils 3–5 Gender of pupils Mixed Number of pupils on the school roll 62 Appropriate authority The governing body Chair Michael Allmond Headteacher Veronica Hilliard Date of previous school inspection 18–19 September 2008 School address 2A Bevington Road London W10 5TN Telephone number 020 8968 5622 Fax number 020 8962 9248 Email address info@golborne.rbkc.sch.uk

p.1

Registered childcare provision Golborne Nursery Number of children on roll in the registered childcare provision Date of last inspection of registered childcare provision 18–19 September 2008 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. 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

p.1

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’.

p.2

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when.

p.2

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link on the main Ofsted website: www.ofsted.gov.uk

p.2

Introduction

This inspection was carried out with two days' notice. The inspector spent approximately five and a half hours observing teaching and learning led by three teachers and ten additional staff, and held meetings with staff and members of the governing body. The inspector took account of the responses to the on-line Parent View survey in planning the inspection. The inspector observed the school’s work, looked at work in children’s individual record books, and tracking data showing children’s attainment and progress. The school’s development plans and records for safeguarding children were also seen. The inspector considered responses to questionnaires received from 72 parents and carers in total, including those with children in the childcare provision.

p.3

Information about the school

This is an average-sized nursery compared with similar schools. The very large majority of children attend full time. The others attend part time in the mornings. The proportion of children from minority ethnic groups is above average and a higher proportion than average speaks English as an additional language. The proportion of children known to be eligible for free school meals is above average. The proportion of children supported by school early action plus or with a statement of special educational needs is lower than average. The school manages daycare provision for children below two years of age, and for children up to age three, as well as breakfast and after-school clubs. There have been a number of staffing changes since the previous inspection, including to the leadership team. The children’s centre, of which the school is part, is situated at a short distance from it. This provision is

p.3

Information about the school

inspected separately. At the time of the inspection, the deputy headteacher was acting headteacher. 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

p.3

Key findings

 This is an outstanding school. Children thrive in the school’s safe and calm environment where they are highly motivated to learn because expectations of them are consistently high. The overall effectiveness of the childcare provision is also outstanding.  Achievement for all groups of children in their academic and personal skills is outstanding. They make rapid and sustained progress from starting points generally below those expected for their age.  Teaching is outstanding. Teachers and additional staff use information about children’s progress very effectively to plan activities in the inside and outside areas that promote exceptionally well their understanding and increase their knowledge.  Children have extremely positive attitudes to learning. They behave outstandingly well and feel safe in the classroom and in the outdoor areas because adults make their expectations consistently clear and provide excellent

p.4

Key findings

role models. The promotion of children’s spiritual, moral, social and cultural development is exceptional. Children have opportunities to tend the school’s vegetable beds, care for the school’s newly-hatched chicks and celebrate festivals from a wide variety of faiths and cultures. Outings within the school’s surrounding area to deepen their knowledge of their locality are less frequently organised.  Highly effective leaders and managers constantly strive to bring about further improvements to the school’s provision and outcomes for children. Very effective leadership of teaching and management of staff performance by the school’s senior leaders have successfully maintained consistently high quality teaching. Enhancements to the already rich curriculum include an increased emphasis on developing children’s numeracy skills. Reading and the pleasure of sharing stories are encouraged extremely strongly. Children enjoy daily story

p.4

Key findings

time and borrow books each week from the school library. 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

p.4

What does the school need to do to improve further?

 Increase opportunities for children to deepen their knowledge of the area in which they live through outings and visits to the locality around the school by November 2012.

p.5

Achievement of pupils

Children join the school with skills and capabilities that are generally below those expected for their age. By the time they leave the school their attainment overall is above expectations for children of this age. The gaps between children’s attainment and age-related attainment levels narrow very swiftly. Children make consistently outstanding gains in all areas of learning including communication, language and literacy skills. Disabled children and those with special educational needs make rapid and sustained progress. They establish positive relationships with adults and other children. They benefit from regular individual and small group sessions with well- trained staff and specialist therapists. Children who speak English as an additional language quickly expand their knowledge of English and other skills because they benefit from consistent opportunities for speaking and listening activities and practise

p.5

Achievement of pupils

new language very regularly. The questionnaires indicate that the overwhelming majority of parents and carers who responded were confident that their children are making good progress. The inspection judged children’s progress to be outstanding.

p.5

Achievement of pupils

Children’s learning is highly enthusiastic and purposeful. Children are very confident to select tasks for themselves and are very eager to do so. They consistently sustain their interest in what they have chosen to do and concentrate very well during tasks led by adults. They listen very carefully because they are determined to follow instructions precisely. For instance, a group of children who speak English as an additional language were observed working with an adult, taking turns very sensibly to explore the contents of a bag. They thought hard about how each item chosen from the bag helps them to keep healthy. They quickly developed confidence in using key vocabulary because they listened to the adult’s explanations and were very keen to contribute their own ideas and discuss their experiences together.

p.5

Achievement of pupils

Children make outstanding progress in reading, and reach attainment levels above those expected by the time they leave the nursery. Higher attaining children made rapid progress in reading during a group activity sharing a story together. They concentrated extremely well as they listened to the words the adult read and carefully matched the sounds that letters make with the words written on each page. Disabled children and those with special educational needs also develop great enthusiasm for stories and reading. They were observed eagerly listening whilst adults read books to them, and joining in with actions and songs during singing activities. 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

p.5

Quality of teaching

Teachers and additional staff create an environment where children are happy, quickly grow in confidence and develop extremely good personal and social skills. Staff plan a highly appropriate balance of adult-led tasks and those children choose for themselves. The extremely well-organised curriculum underpins children’s enjoyment of their learning. Highly engaging activities capture the children’s interest and stimulate their curiosity. For example, as part of a project on growing, children thoroughly enjoyed exploring the life cycles of frogs, butterflies and chickens. They eagerly selected magnifying glasses for themselves to observe tadpoles in a container and were extremely motivated to describe the fluffy appearance and noisy cheeping of a newly-hatched chick. Teachers and additional staff use daily observations of children’s progress systematically and carefully to plan suitably challenging tasks that build on what the children know and can do already. They give

p.6

Quality of teaching

a high priority to speaking and listening skills and extend children’s learning through discussions and questioning. The curriculum ensures that children have many varied and well-planned opportunities to develop their reading skills daily. Children have access to a wide variety of stimulating books. They enjoy small-group reading with adults and together as a whole school each day. They were observed confidently selecting books for themselves to read and thoroughly enjoying recounting stories to one another. Very effective teamwork ensures that children can choose an extremely wide variety of resources, toys and equipment in the inside and outside areas. Disabled children and those with special educational needs receive additional help and guidance that are outstandingly well tailored to their individual needs. Extra sessions, including physical activities in the school’s soft-play room, help them to

p.6

Quality of teaching

Teaching promotes children’s spiritual, moral, social and cultural development outstandingly well. Independence is encouraged strongly through daily routines. Children know to sign their name on the registration sheet when they arrive. All children help to tidy up and take responsibility for making sure equipment is put back in the correct place. Children’s self-esteem and self-confidence are boosted through reviewing individually with staff how well they have learned and made progress at the end of adult-led tasks. They make friends quickly because adults model warm and friendly relationships, and promote social skills. Celebrations, for example during Eid, Diwali and Black History Month, promote children’s awareness of others. Children welcome visitors, including musicians and dancers, and enjoy outings such as a visit to a farm. Planned opportunities for children to develop their knowledge of the local area in which they live are more limited. The breakfast and after-school

p.6

Quality of teaching

clubs provide a calm and enjoyable start and finish to the day for the children who attend. Parents and carers, who responded, unanimously agreed that their children are taught well at the school. Inspection findings are that teaching is in fact outstanding.

p.6

Behaviour and safety of pupils

Children make an outstanding contribution to their own learning. They very much 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

p.6

Behaviour and safety of pupils

enjoy working independently and participate enthusiastically in all the activities that the school organises for them. Children show caring attitudes to one another and are friendly. They play a strong role in ensuring all children feel included and respected. Reflecting the comments of many, one parent wrote, ‘My child has learned to share and take turns in a creative environment that she loves to return to every morning; all her curiosity about the world is stimulated and nurtured here.’ No parents and carers who returned questionnaires felt that learning is disrupted by bad behaviour. Parents and carers in the survey confirmed that their children feel safe at school. Home visits by staff before children join the school and well-established routines help children to feel very safe and make friends quickly when they start. They know to tell the adults should any problems occur and are very confident they will help them. The

p.7

Behaviour and safety of pupils

school’s records show there are no incidents of bullying of any sort. Visitors from the local emergency services, and sessions on scooter and cycling skills, help children develop a strong awareness of keeping themselves safe from harm. As example of this was observed when children put on school sun hats, without being prompted, while playing in the outdoor area because the weather was sunny. The school successfully emphasises the importance of attending regularly and on time, which enables children to benefit from valuable learning and daily routines.

p.7

Leadership and management

Leaders, managers and members of the governing body work very successfully together with the staff to tackle discrimination and promote equality outstandingly well. This is shown by the equally outstanding progress that children make, whatever their needs. Performance has been managed extremely well since the previous inspection. Regular and very well targeted professional development has successfully maintained the outstanding quality of teaching and children’s outstanding achievement. Improvements to assessment systems ensure that activities are matched to children’s individual needs even more closely. Developments to the curriculum for problem solving, reasoning and numeracy help children to build their mathematical skills quickly through an extremely wide variety of motivating activities. Well-planned opportunities for children to use computers in their learning help them to develop proficiency in using technology. The school consistently and very

p.7

Leadership and management

successfully gives high priority to the promotion of spiritual, moral, social and cultural development. Partnerships with parents and carers are very positive and supportive. Family learning days encourage them to take an active part in their children’s learning through numeracy and literacy workshops. Close links with the children’s centre are used to offer additional support and guidance to children and their families to promote their well-being. All these strengths reflect the school’s exceptional capacity to improve further.

p.7

Leadership and management

The school site is secure and very well maintained. Arrangements for safeguarding children meet statutory arrangements; staff have received recent training and have a robust knowledge of procedures to protect children’s welfare and safety. In the questionnaires, many parents and carers made a point of writing to express their appreciation for the work of the acting headteacher and the staff. 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

p.7

childcare provision

 The registered childcare provision is outstanding. Parents and carers value the care and support the staff in the day care provide, ensuring that children are very well prepared for moving into the Nursery Year.  Children progress outstandingly well across the day care for babies and children under two years of age, and for children aged two to three. The wide range of activities on offer develop their skills and understanding in all areas of learning. During their time in the day care provision, children feel very safe and secure, and develop an extremely good understanding of how to keep themselves healthy and safe. From generally low starting points children develop extremely well because staff constantly focus on building their personal, social and emotional development, their communication, language and literacy skills, physical development and their knowledge and understanding of the world.

p.8

childcare provision

 Children flourish because of the excellent levels of care that the staff provide. Assessment information is used to plan activities that are extremely well matched to children’s learning needs and so fully engage and interest the children.  All areas of the curriculum are very effectively planned. Together with enhancements to the outside areas and the indoor environment, this helps children to achieve outstandingly well. As a result of clear leadership from the acting headteacher, there is strong teamwork with the room leaders and additional staff, and a very strong focus on staff training and development.

p.8

childcare provision

These are the grades for the Early Years Foundation Stage of the registered childcare provision, inspected under sections 49 and 50 of the Childcare Act 2006

p.8

childcare provision

Overall effectiveness of the Early Years Foundation Stage Taking into account: Outcomes for children in the Early Years Foundation Stage The quality of provision in the Early Years Foundation Stage The effectiveness of leadership and management of the Early Years Foundation Stage for the registered provision

p.8

Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils’ needs. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. 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 pupils. Ofsted inspectors will make further visits until it improves.

p.9

Type of school Outstanding Good Satisfactory Inadequate

Nursery schools 54 42 2 2 Primary schools 14 49 32 6 Secondary schools 20 39 34 7 Special schools 33 45 20 3 Pupil referral units 9 55 28 8 All schools 16 47 31 6

p.9

Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements have been introduced from 1 January 2012. This means that inspectors make judgements that were not made previously. The data in the table above are for the period 1 September to 31 December 2011 and represent judgements that were made under the school inspection arrangements that were introduced on 1 September 2009. These data 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. Primary schools include primary academy converters. Secondary schools include secondary academy converters, sponsor-led academies and city technology colleges. Special schools include special academy converters and non-maintained special schools.

p.9

Type of school Outstanding Good Satisfactory Inadequate

Percentages are rounded and do not always add exactly to 100.

p.9

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning and development taking account of their attainment.

p.10

Common terminology used by inspectors

Attainment: the standard of the pupils’ work shown by test and examination results and in lessons.

p.10

Common terminology used by inspectors

Attendance the regular attendance of pupils at school and in lessons, taking into account the school’s efforts to encourage good attendance.

p.10

Common terminology used by inspectors

Behaviour how well pupils behave in lessons, with emphasis on their attitude to learning. Pupils’ punctuality to lessons and their conduct around the school.

p.10

Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving based on its self-evaluation and what the school has accomplished so far and on the quality of its systems to maintain improvement.

p.10

Common terminology used by inspectors

Floor standards the national minimum expectation of attainment and progression measures.

p.10

Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the governors and headteacher, to identifying priorities, directing and motivating staff and running the school.

p.10

Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

p.10

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.

p.10

Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils’ attainment at the end of a key stage with their attainment when they started.

p.10

Common terminology used by inspectors

Safety how safe pupils are in school, including in lessons; and their understanding of risks. Pupils’ freedom from bullying and harassment. How well the school promotes safety, for example e-learning.

p.10

carers to share with their children. It describes Ofsted’s

main findings from the inspection of their school.

p.11

Inspection of Golborne Children’s Centre, London W10 5TN

Thank you for your very friendly welcome when I visited your school recently. I really enjoyed my visit and seeing all the interesting things that you do. I particularly enjoyed seeing how much you all enjoyed watching the newly-hatched chick in the classroom. This letter tells you what I found during my visit.

p.11

Inspection of Golborne Children’s Centre, London W10 5TN

Golborne Children’s Centre is an outstanding school. I know you like coming to school very much because you all behave so well and get along very well together. I could see how much you love learning both inside and outside. Your parents and carers told me they like the school very much too. All the adults work so very hard and make sure you have many interesting activities to do every day in the classrooms and in the outdoor spaces. Because of this, you are all doing exceptionally well in your learning. Those of you who need additional help are extremely well supported so that you also make outstanding progress.

p.11

Inspection of Golborne Children’s Centre, London W10 5TN

Your headteacher, the staff and members of the governing body are always looking for ways to make your school even better. I have asked them to plan even more outings for you to explore and find out about your local area. All of you can help by continuing to work very hard.

p.11

Inspection of Golborne Children’s Centre, London W10 5TN

Finally, I would like to thank you again and wish you well in the future.

p.11

Inspection of Golborne Children’s Centre, London W10 5TN

Madeleine Gerard Lead inspector procedures set out in the guidance 'Complaining about inspections', which is available 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 .

p.11