Ripley Nursery School

Ripley Nursery School Sandham Lane, Ripley, DE5 3HE

p.1

Overall effectiveness

Previous inspection: Outstanding 1 This inspection: Good 2 Leadership and management Good 2 Behaviour and safety of pupils Good 2 Quality of teaching Good 2 Achievement of pupils Good 2

p.1

Summary of key findings for parents and pupils

 The headteacher monitors teaching carefully. She and the governors ensure that teaching and children’s achievement are good.  Governors are well informed and involved. They know their Nursery well and challenge and support staff when necessary. They have a good awareness of all Nursery procedures and practices.  Behaviour is good because adults make sure children learn how to behave in different situations, such as inside the classroom areas, at snack and lunchtimes and when they play outside.  Teamwork is good because staff morale is high. Staff and governors work effectively together to ensure that safeguarding arrangements are secure and enable children to learn as they play in a safe environment.  Teaching is good because learning activities are carefully planned and usually build well on the children’s interests. Children are excited by the activities they have to do and usually try their best.  The new system for tracking children’s learning and

p.1

Summary of key findings for parents and pupils

development has strengthened teaching and assessment so that teaching generally takes good account of children’s learning and meets their needs well.  Disabled children and those with special educational needs, including those supported by the enhanced resource provision, receive well-targeted and sensitive support that addresses their individual needs effectively. They make at least good progress and some make better than good progress.  Carefully-planned activities cover all the required areas of learning well and promote children’s spiritual, moral, social and cultural development effectively. Consequently, children make good progress in all areas of learning.  Parents are overwhelmingly supportive of the Nursery and rightly recognise the good provision made for their children. Excellent induction arrangements help children gain confidence quickly as they settle into nursery life.

p.1

It is not yet an outstanding school because

 Adults do not always explain to the children why it is so important to listen when others are speaking. Learning in groups is occasionally disrupted because a few children shout out rather than wait for someone to finish speaking.  Not all activities are planned so that they challenge all children whatever their ability. On a few occasions children have work that is too easy for some or too hard for others.  Children do not always have sufficient play-based learning opportunities at lunchtime. As a result, behaviour is occasionally not as good then as at other times.

p.1

Information about this inspection

 The inspector observed 10 parts of sessions, taught by two teachers and eight early years’ practitioners. Almost all of these sessions were observed jointly with the headteacher.  Discussions were held with the headteacher, staff, many parents, children, governors and a representative from the local authority.  The inspector looked at a range of school documents which included: the Nursery’s self-evaluation, documentation regarding safeguarding, minutes from governors’ meetings, adults’ planning of teaching and learning and children’s personal stories.  The inspector took account of 22 parental responses on Ofsted’s online survey, Parent View, and responses from 12 staff questionnaires.

p.2

Inspection team

Nina Bee, Lead inspector Additional Inspector

p.2

Information about this school

 Ripley Nursery School is a larger than the average-sized nursery which offers part-time and full-time provision.  There is on-site childcare provision for children under three years of age which is separately registered and therefore was not part of this inspection.  Almost all children are of White British heritage.  Very few children speak English as an additional language.  The Nursery has specially resourced provision (the enhanced resource provision) currently for 20 children some of whom have complex special educational needs, including speech and language difficulties and autistic spectrum disorders.  Just under a third of children are disabled or have special educational needs, which is an above average proportion. 

p.3

What does the school need to do to improve further?

 Improve the quality of teaching and children’s achievement to outstanding by ensuring that:  adults check that all children understand the importance of listening carefully when someone else speaks so that everyone is paying attention and maintains concentration, particularly when learning in groups  teachers use the information collected about children’s learning even more effectively so that planned activities have the right level of challenge for everyone in all areas of learning.  Make sure that children’s behaviour at lunchtime is always as good as at other times by providing lunchtime staff with additional training so they can offer more opportunities for play-based learning when they supervise children outside.

p.3

The leadership and management are good

 The headteacher, staff and governors work well together to ensure that children are treated equally and discrimination is not tolerated. The culture and sense of purpose that leaders create ensure that children receive good-quality teaching to enable them to learn, achieve and behave well.

p.4

The leadership and management are good

 The enhanced resource provision is well led and managed and caters for all disabled children and those with special educational needs in the school. The assistant headteacher in charge ensures that these children have appropriate activities and support programmes that are well-targeted to their needs and abilities. Consequently, these children achieve well in all areas of learning. Parents are greatly appreciative of the support their children receive.

p.4

The leadership and management are good

 Children have a good range of experiences within all the required areas of learning, including for outdoor learning. Consequently they learn well in all of these areas. Children’s spiritual, moral, social and cultural development are provided for well. Children’s pride in their own and other’s achievements is nurtured. There was much excitement as one child waited for the shopping list she had composed to come out of the photocopier. Children quickly learn how to get on with each other as they learn through play. As a result, their social skills develop well.

p.4

The leadership and management are good

 Children’s cultural development is enhanced through celebrating different cultural festivals, such as, Diwali and the Chinese New Year. Their understanding of different languages is developed, for example, when they start the day with the option of saying ‘hello’ in Polish. Displays around the school identify the little girl from India who has been ‘adopted’ by the children. Consequently, children are prompted to think about others in different places in the wider world that may not be as fortunate as they are.

p.4

The leadership and management are good

 Children begin to learn about life in modern Britain in the many different ways they are encouraged to share and to work together as they take part in activities inside and out.

p.4

The leadership and management are good

 Parents who were spoken with during the inspection and those who completed the Parent View survey were extremely positive about the school. Parents stated that their children thoroughly enjoy coming to Nursery and that staff always have time to talk to them and discuss any concerns they may have.

p.4

The leadership and management are good

 The local authority supports the school adequately through three visits to the school each year to check its performance.

p.4

The leadership and management are good

 The quality of teaching is systematically monitored and developed by the headteacher. She has an accurate view of the quality of teaching and knows what remains to be improved. Although teaching over time is good, not everyone uses the information available about individual children’s learning well in all of their planning. The headteacher knows that work could be even better matched to children’s abilities in a few activities.

p.4

The leadership and management are good

 Systems are well established to ensure that children are safe when in school. For example, the building and site are secure and any injuries, however slight, are recorded effectively and documentation is shared with parents. All safeguarding requirements are met and guidance is followed rigorously. Staff are well- trained and are clear about their roles and responsibilities. Leaders scrutinise accident and incident logs to ensure that procedures are followed. Attendance is monitored carefully. Very good communication with parents helps support children’s learning, safety and well-being.  New systems have been developed to enable leaders to analyse the detailed data collected on children’s progress and attainment. This is already strengthening the ways in which the school checks on children’s achievement and sets their targets and is set to develop further.

p.4

The leadership and management are good

 The governance of the school:  Governors have a very good understanding of the policies, procedures and systems within the Nursery and so are well equipped to support and challenge leaders.  Governors are informed about children’s progress and attainment and know that the detailed data now available will help them to challenge the leadership even more about how well the school is doing.  Governors have a clear understanding of how teaching is monitored and how systems for managing the performance of staff link with teachers’ training and pay.  Governors have received appropriate training related to child protection and safeguarding and ensure that adults and children work, play and learn in a safe environment that is conducive to good learning.

p.5

Behaviour

 The behaviour of pupils, including those who are supported by the enhanced resourced provision, is good. Nursery rules are taught sensitively through songs and rhymes which children sing with enthusiasm. Children were observed sharing equipment such as scissors and waiting patiently to take their turn on the computer. They show pride in talking about their work and almost all try their best.

p.5

Behaviour

 Children behave very well when they eat lunch. They learn the names of the foods they eat and talk about how ‘magic mash’ makes eating carrots and peas easier because the vegetables stick to the ‘magic mash’. As children eat their lunch, good table manners are consistently promoted by lunchtime supervisors who develop children’s social skills well.

p.5

Behaviour

 Adults have clear expectations regarding how the children should behave. Children are encouraged to be kind and considerate towards each other. The ‘Golden Sunshine Awards’ and the continual focus on children’s moral and social development during each session reinforce good behaviour in all that the children do.

p.5

Behaviour

 Procedures are in place to report on poor behaviour but there are very few instances to be recorded. Parents spoken with during the inspection said that they were happy with children’s behaviour. Clear and consistent procedures are applied for recording incidents when children hurt themselves and for informing parents. Staff and parents all understand these procedures. The headteacher has recently started to analyse this information for patterns and trends.

p.5

Behaviour

 Attendance is good because effective monitoring systems involve all staff and parents and are applied well. Parents report that their children enjoy coming to Nursery and children’s enthusiasm for their learning was clear as inspectors observed and talked with them.

p.5

Behaviour

 The headteacher has correctly identified that lunchtime supervisors need additional training so that they provide more opportunities for play-based learning when children play outside. All adults are highly committed to securing children’s well-being, but occasionally behaviour at lunchtime is not as good as at other times because children have too little to do. This is being addressed.

p.5

Safety

 The school’s work to keep pupils safe and secure is good. All staff have had recent safeguarding training. Adults are vigilant in keeping children safe and gently reinforce important rules. For example, when the children were learning in their groups or ‘base-sessions’, basic rules regarding the outside area were talked through. The children sang little rhymes and songs with actions to remind them further of these rules.  The suitability of everyone who has regular contact with the children is rigorously checked and the school’s policies are followed carefully and understood by staff. The building is secure inside and out. Good quality risk assessments are carried out to ensure children’s safety, such as for the outside area or when children go on visits outside the Nursery.

p.5

Safety

 Staff have had all the required training, including first aid training and when accidents or incidents do occur they are appropriately logged and reflected on. Leaders monitor very carefully all areas relating to children’s welfare, health and safety.

p.6

Safety

 . Almost all parents who responded to Ofsted’s online survey, Parent View, judge that their children are safe in school.

p.6

The quality of teaching is good

 Children learn well in all areas of learning because they quickly develop positive attitudes to learning and teaching is good. Planning is thorough, regularly reviewed and ensures activities are usually challenging for all abilities. As a result, all children, including those who are most able, usually learn well. Disabled children and those with special educational needs are all supported through the enhanced resource provision for special educational needs. They learn well because they are always well supported through activities and intervention programmes that are well-tailored to their needs and abilities. Parents agree that their children’s needs are well catered for.

p.6

The quality of teaching is good

 Early literacy, reading and mathematical skills have a high priority in the curriculum. Many activities focus on developing children’s numeracy skills such as counting or writing numbers. Children have good and frequent opportunities to listen to stories or to identify words such as their names or the days of the week, by focusing on the initial sound of words. Consequently, learning is good and lays strong foundations for when children move into Reception.

p.6

The quality of teaching is good

 Very occasionally, activities do not challenge sufficiently the most-able children or provide enough clarity for lower-attaining children. In these instances, the adults present do not focus sufficiently on checking children’s understanding or take sufficient account of the data available about children’s learning to date.

p.6

The quality of teaching is good

 Children learn well in the outside area. During the inspection they enthusiastically built a boat using wooden blocks and planks. An adult effectively developed children’s understanding of key words, such as ‘anchor’, when they set off to ‘sea’. Inside, children learnt well as they identified three-dimensional shapes. The activity was well-resourced and children were very motivated. Good relationships and high expectations were evident as these children demonstrated that they knew how to share, listen and take part in a group activity.

p.6

The quality of teaching is good

 Adults interact well with the children at play and enable the children to develop skills, knowledge and understanding. However, occasionally during times in classroom bases when children learn in small groups, staff do not direct them to listen when adults or other children speak. Consequently individual children shout out and sometimes this means others lose concentration.

p.6

The quality of teaching is good

 Staff use technology confidently to accurately track children’s learning and progress using the observations they make of each child. Findings are then developed into the children’s ‘personal stories’, which clearly illustrate the good and, at times, even better progress that usually takes place in all areas of learning.

p.6

is good

 When children enter the Nursery their skills, knowledge and understanding are below those typical for their ages. The most recent school data show that children leave after three, four or five terms, with levels typical for their ages and some children reach higher levels in all areas. This represents good achievement overall and some children make even better progress.

p.6

is good

 Achievement is good because adults plan learning well to ensure that all children develop across all areas of learning. Adults know what is needed to move children to the next stage of learning and their planning for each child and group almost always reflects this. There is close liaison between school and home and individual targets for each child are shared with parents. Consequently, almost all children, including the most able, achieve well.

p.6

is good

 The most able children generally achieve well because adults quickly identify them from baseline information and almost always plan activities which incorporate their needs. Consequently these children make good progress towards the early learning goals and particularly in their early reading, writing and mathematical skills.

p.7

is good

 Disabled children and those with special educational needs who are supported through the enhanced resourced provision achieve well. Most catch up or are catching up rapidly with others of their age by the time they leave the school. They are so successful because staff work so closely with parents, often using home-school books to record daily conversations which are then linked to future planning of learning. Consequently, individual needs, interests and abilities are well supported during learning activities.

p.7

is good

 Almost all children make good or better progress. The new system for collecting data means that support can be put in place quickly to meet the children’s needs. Observations made during the inspection together with a scrutiny of records and children’s work showed, however, that when activities are not challenging enough for all abilities, one or two children do not learn as well as they should.

p.7

Grade Judgement Description

Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes that provide exceptionally well for all its pupils’ needs. This ensures that pupils are very well equipped for the next stage of their education, training or employment. Grade 2 Good A good school is effective in delivering outcomes that provide well for all its pupils’ needs. Pupils are well prepared for the next stage of their education, training or employment. Grade 3 Requires improvement A school that requires improvement is not yet a good school, but it is not inadequate. This school will receive a full inspection within 24 months from the date of this inspection. Grade 4 Inadequate A school that has serious weaknesses is inadequate overall and requires significant improvement but leadership and management are judged to be Grade 3 or better. This school will receive regular monitoring by Ofsted inspectors. A school that requires special measures is one where the school is failing

p.8

Grade Judgement Description

to give its pupils an acceptable standard of education and the school’s leaders, managers or governors have not demonstrated that they have the capacity to secure the necessary improvement in the school. This school will receive regular monitoring by Ofsted inspectors.

p.8

School details

Unique reference number 112478 Local authority Derbyshire Inspection number 449519

p.9

School details

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

p.9

School details

Type of school Nursery School category Maintained Age range of pupils 3–4 Gender of pupils Mixed Number of pupils on the school roll 121 Appropriate authority The governing body Chair Isabel Harry Headteacher Cathy Bednal Date of previous school inspection 27 September 2011 Telephone number 01773 745014 Email address info@ripley-nur.derbyshire.sch.uk guidance ‘raising concerns and making complaints about Ofsted', 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.9

School details

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 and as part of the inspection.

p.10

School details

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.10

School details

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 and 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 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

p.10

School details

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.10

School details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10