Millfield Community Nursery School

Millfield Community Nursery School Bell Street, Sunderland SR4 6JR

p.1

Overall effectiveness Good

Effectiveness of leadership and management Good

p.1

Overall effectiveness Good

Quality of teaching, learning and assessment Good

p.1

Overall effectiveness Good

Personal development, behaviour and welfare Good

p.1

Overall effectiveness Good

Overall effectiveness at previous inspection Inadequate

p.1

This is a good school

 An external review of governance has successfully united governors with a passion to give children the best start to education that they possibly can.  Governors skilfully managed the school through a period of staffing turbulence. They now ensure that children make good progress during their time in nursery.  The newly appointed headteacher is ambitious for the school, always leading by example. Teaching, learning and assessment have continued to improve and are now good.  Children engage in exciting learning opportunities, quickly developing skills under the supervision of vigilant staff. Outcomes for children are good.  Staff have excellent knowledge of children as individuals. Arrangements for health, safety and welfare are thorough. As such, good support is provided for children’s personal development and welfare.  Children quickly learn to share and take turns. They are polite to staff and show high levels of

p.1

This is a good school

concentration. Children’s behaviour is consistently good and they are friendly towards one another.  Progress is good for all groups of children who currently attend the nursery because of a strong commitment to equal opportunities. Disabled children and those who have special educational needs make progress in line with their peers.  Attendance has improved because children enjoy coming to nursery. The early years curriculum is good, with a particular strength in promoting children’s spiritual, moral, social and cultural education.  Children are now well prepared for their move to Reception classes by the time they leave the nursery.

p.1

It is not yet an outstanding school because

 Targets set by leaders are not always sharply focused enough to show how they will directly improve outcomes for children.  The impact of both teaching and learning is not always clear because tracking data is not sufficiently quick and easy to analyse.  There are not enough opportunities for children to use their writing skills to support learning in other areas of the curriculum.  Mark-making in mathematics is limited and is not always taught sequentially by all staff.

p.1

Full report

In accordance with section 13 (4) of the Education Act 2005, Her Majesty’s Chief Inspector is of the opinion that the school no longer requires special measures.

p.2

What does the school need to do to improve further?

 Improve the skills and effectiveness of leaders and managers by: – ensuring that all targets have a sharp focus and directly explain how they will improve outcomes for all groups of children – streamlining the use of progress and tracking data so that it can be used quickly and easily to analyse the impacts of teaching and learning.  Accelerate the rates of progress that children make in their learning so that they reach even higher standards of attainment in mathematics and writing by increasing opportunities for children to use and develop their writing skills across other areas of learning.  Offer more mark-making activities in mathematics, both inside and outdoors, so that children develop these skills sequentially and systematically.

p.2

Effectiveness of leadership and management is good

 The determined leadership of the newly appointed headteacher and senior staff has created a settled team where morale is high and previous underperformance has been removed. Teaching and behaviour are now good, progress has accelerated and the nursery has vastly improved since the last inspection.  Senior leaders have an accurate picture of what the school does well because of regular monitoring of many aspects of the school’s performance. All staff, including middle managers, have ambitious expectations for the future of the nursery and know what to focus on as their priorities for improvement.  Very effective procedures are followed to check the quality of teaching and learning for children who attend nursery. The headteacher carries out regular observations of teaching and learning, and offers incisive feedback to continually increase the children’s rates of progress. Staff are keen to explain that the

p.3

Effectiveness of leadership and management is good

support they receive to improve their practice is first rate.  The performance of all staff is managed efficiently. Pay and targets are now more effectively linked to the progress children make. At times, however, these targets do not focus sharply enough on precise outcomes for children so the improvements aimed for are not as exact and challenging as they could be.  While pupil progress is closely tracked every half term, data is not as streamlined as it could be and, as a result, it is often difficult to analyse. The specific impact of both teaching and learning on children’s progress is sometimes difficult to spot within the vast amount of data produced.  Children now experience a lively curriculum which engages them in their learning. Senior leaders avidly seek to create links between the nursery and its community. Regular visits into the locality bring themes and topics to life, such as visits to local shops and churches. Visitors also share their knowledge with

p.3

Effectiveness of leadership and management is good

pupils, including parents and shopkeepers who told the children how jackfruits are eaten in Bangladesh.  Staff work closely together to review the curriculum on offer and to check that it meets the needs of all children. Daily staff meetings, known as gatherings, are led by the headteacher at the end of the day for staff to share their insights into children’s learning. Working together, staff agree the next steps that are needed. These meetings are highly effective in accelerating progress for all groups and especially for disabled children and those who have special educational needs.  Equal opportunities are now central to the school’s ethos and staff ensure that all groups of children make good progress. The nursery skilfully promotes children’s spiritual, moral, social and cultural development. Staff reinforce traditional British values at every opportunity and there is also an international focus as

p.3

Effectiveness of leadership and management is good

children celebrate festivals from around the world. During the inspection, children talked about Diwali and the Japanese festival of Shichi-go-san, showing excellent knowledge for their young age. Children show trust in and respect for all of the adults in nursery and relationships are a clear strength within the setting.  The nursery values the views and opinions of its children who are often involved in helping to make important decisions. For example, children’s opinions were gathered last year to help the school to decide how the early years pupil premium (EYPP) funding should be spent. This funding was then used productively to increase the progress of disadvantaged children by engaging parents to support their children’s learning at home.  The nursery has strong and positive links with parents. The headteacher surveys the views of parents regularly and values their input in decision making. Parents are pleased with the quality of education that

p.3

Effectiveness of leadership and management is good

their children receive both academically and personally. All of the parents who responded to Ofsted’s online Parent View questionnaire agreed that their children are happy in school.  The nursery has benefited from good support from the local authority and from the close working relationship that they have with other nursery schools in Sunderland.  The governance of the school – Governance at the nursery has improved strikingly since the previous inspection, when a review of its work was needed. Governors are now more effective because they hold leaders to account for the quality of teaching and learning in school. They visit the nursery regularly to check on the progress being made, challenging the headteacher with probing questions in a bid for continual improvement. – Governors have ensured the school is financially stable by improving their knowledge of financial management. They have not been afraid to make difficult decisions in the recent restructuring of

p.3

Effectiveness of leadership and management is good

staffing. They ensure that salary progression is linked to improvements in children’s progress so that the management of staff performance is effective in raising standards.  The arrangements for safeguarding are effective. Accidents have reduced markedly because of action resulting from improved record keeping and analysis. Induction procedures for new staff and supply staff are exemplary.

p.3

Quality of teaching, learning and assessment is good

 Teaching is now consistently good and has improved since the last monitoring report. The impact of this good teaching has resulted in current pupils making more rapid progress so that they reach higher levels of achievement from their different starting points.  All staff now have much higher expectations of what children can achieve and so introduce greater challenge into the activities on offer. Children are keen to explore indoors and outside, and are encouraged by staff to challenge themselves. This was seen in outdoor water play when two children cooperated to find their own solution to a problem. Working together, they figured out how to transfer liquid from a large container to a smaller vessel using a funnel so that they did not spill any water.  Planning is focused but also flexible so that staff can follow children’s interests and build on their ideas. Teachers question children skilfully to regularly check their understanding and knowledge. Other staff

p.4

Quality of teaching, learning and assessment is good

follow this excellent example so that children in each key group are supported to make good progress. When staff are telling stories, children are often highly engaged in repeating phrases and predicting what might happen next.  Children make good progress in developing their listening skills as they join in with rhymes and alliteration in songs and stories. They use loud and quiet voices as they explore sounds and develop good listening skills. These activities are specifically prepared by staff to lay the foundations of a good understanding of phonics (the sounds that letters make) in the future.  Children are often encouraged to use their imagination and eagerly share their own imaginary stories with staff. One child told an elaborate story about building a spaceship to take a wolf for a haircut. Staff showed that they valued this story by writing it down for the child and sharing it with others. In this way,

p.4

Quality of teaching, learning and assessment is good

they modelled good writing skills and demonstrated to the group that text carries meaning.  While mark-making is encouraged and modelled by staff effectively, there are missed opportunities for children to use writing across other areas of learning, such as in design activities in the construction area.  In mathematics, basic skills are taught well and children have regular sessions to help them practise counting, for example while joining in with number rhymes and number songs or counting the candles on a birthday cake. Opportunities for mark-making within mathematics are limited and the skills involved are not always taught systematically and sequentially.  All staff give regular feedback to children about their skills and are quick to offer detailed praise. Staff observe children closely to record assessments that explain what each child can do and these are used to plan the next steps needed for each individual. Half-termly reports are provided for parents to keep them

p.4

Quality of teaching, learning and assessment is good

informed of their child’s specific progress in different areas of learning.  Teachers use the skills of teaching assistants productively, especially in providing support for different groups of children, such as those who are disabled or have special educational needs. Children who have English as an additional language are also carefully supported by all staff who frequently introduce new vocabulary by using good explanations and concrete objects.  More-able children are encouraged to thrive and make good progress across all areas of the curriculum. In particular, children learn new words quickly and use them correctly in other contexts. For example, children are able to recall their knowledge of Diwali in detail using a range of the new vocabulary within their descriptions.

p.4

Personal development and welfare

 The school’s work to promote pupils’ personal development and welfare is good.  Children at the nursery are friendly and helpful towards each other because they are taught how to share and take turns at every opportunity. This was seen in the woodwork area where children debated how to share the tools and one child suggested using a sand timer to measure the time evenly across each member of the group.  In their responses to the Parent View questionnaire and in the school’s own survey of parents, all agreed that their child is happy and feels safe at school.  Staff are vigilant and caring towards all children, attentively helping them to develop their physical and emotional well-being. During key group time, for instance, children are encouraged to talk about their emotions and are taught how to ask others about how they are feeling.  Children understand how to keep themselves safe because they are taught how to assess and manage

p.4

Personal development and welfare

any potential threats or dangers. This was demonstrated particularly clearly by a group of children who successfully managed their own safety while taking part in climbing activities outside, under the watchful supervision of their teacher.

p.5

Behaviour

 The behaviour of children is good.  Teachers and assistants set high expectations for behaviour and quickly establish clear routines. Children respond promptly to staff, follow routines smoothly and understand the rules that are set.  Children are able to focus and concentrate for long periods of time at their own self-chosen tasks and within group times led by an adult. The positive relationships between children and staff underpin the good progress that children make in all areas of learning.  While there is a calm atmosphere across the setting, learning is lively and children have fun. They are keen to do their best and proudly show their work and achievements to others. Children enjoy their learning and attendance has improved vastly since the previous inspection so that it is now broadly average.  Children’s conduct is good in all areas of learning, both inside and outdoors. At lunchtimes, those children

p.5

Behaviour

who choose to stay for lunch are very well behaved and lunchtime staff take every opportunity to promote health, safety and well-being. Children are taught how to use knives and forks independently and how to say ‘please’ and ‘thank you’. They demonstrate their skills by using good manners as they share their meal together.

p.5

Outcomes for pupils are good

 Progress and attainment have improved substantially since the last inspection. The school’s own assessments and tracking data show that, for children in the nursery last year, all groups made good progress in all areas of the curriculum.  Staff use their excellent knowledge of individual children to plan next steps effectively so that progress is now rapidly increasing. Staff training has focused upon raising awareness of groups of children and how they can provide equality of opportunities for every child, regardless of their different backgrounds. Consequently, all groups of children currently in the school, including the lower ability, the most able and those who have English as an additional language, are making good progress.  All staff now take on the role of helping and supporting disabled children and those who have special educational needs. The whole staff team are aware of each child’s specific targets and use this knowledge

p.5

Outcomes for pupils are good

to offer expert interventions to move learning forward quickly. This level of skill was demonstrated admirably by a teaching assistant who encouraged children with severe social and communication difficulties to engage in a series of focused responses while playing alongside them in the outside area. Sensitively managed interventions of this nature have succeeded in accelerating the progress of children with additional needs so that they now make good progress in line with their peers.  The nursery is quick to identify children who may be at risk of falling behind. Staff engage promptly with external professionals if additional support is required and work closely with parents to advise them of how they can support their children at home. Vulnerable children, such as those involved with social care or other external agencies, make good progress because their performance is closely monitored by the

p.5

Outcomes for pupils are good

headteacher who champions their achievement.  Intervention groups are now in place to promote higher rates of progress in communication and language. These groups particularly support children’s speaking and listening skills as they learn to take turns in conversation, predict what might happen next in stories and answer questions in sentences. Children who qualify for the early years pupil premium have made good progress as the result of being involved in these interventions.  Governors are involved in monitoring the progress made by different groups of children; their interventions have helped to close gaps in progress and attainment for different groups. For example, there were previously wide gaps between the progress made by boys and girls but changes made to the learning environment have closed these. Boys and girls now make similar rates of progress to one another in all areas of learning.

p.5

Outcomes for pupils are good

 Leaders, governors and staff work closely together to ensure that pupils are well prepared for their move into Reception classes.

p.6

School details

Unique reference number 108745 Local Authority Sunderland Inspection Number 10001574

p.7

School details

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

p.7

School details

Type of school Nursery School category Community Age range of pupils 3–5 Gender of pupils Mixed Number of pupils on the school roll 41 Appropriate authority The governing body Chair Carrie Pearson Headteacher Shelagh Morpeth Telephone number 0191 553 2775 Website www.millfieldcommunitynursery.org.uk Email address millfield.nursery@schools.sunderland.gov.uk Date of previous inspection 17 December 2013

p.7

Information about this school

 This is a smaller than average-sized nursery school with 41 children currently on roll.  The nursery offers flexible attendance and many families take up this option. Some families also pay for extra childcare over and above their free entitlement of 15 funded hours.  The proportion of disabled children and those who have special educational needs is below average.  The nursery has a higher than average proportion of families from Black minority backgrounds.  The proportion of pupils who qualify for the early years pupil premium (EYPP) is currently still being calculated by the local authority. However, 22% of children who still attend the nursery qualified for this additional funding during summer term 2015. This funding is provided to support children who are known to be eligible for a free school meal and those who are looked after by the local authority.  The nursery has links with other schools through a partnership alliance with other nurseries within the

p.7

Information about this school

local authority of Sunderland.  There is onsite childcare managed by the governing body. Children from three months old up to the age of three years use this provision throughout the year. The childcare for under-three-year-olds was not part of this inspection; the most recent inspection for the childcare provided onsite can be found on the Ofsted website.

p.7

Information about this inspection

 The inspector observed the quality of teaching, learning and assessment in the nursery class, with a particular focus on the provision for different groups of pupils. The headteacher jointly observed the quality of teaching and learning with the inspector during an outdoor session.  The inspector observed children’s behaviour in lessons, while playing and learning outside, and during registration and lunchtimes.  The inspector reviewed the work and assessment information in children’s learning journals and in staff assessment folders with the headteacher.  The inspector held meetings with the headteacher, other key staff, governors and a representative from the local authority.  The inspector observed a meeting of all nursery staff at the end of the day where they discussed teaching, learning and assessment and planned children’s next steps in learning for the following day.  The inspector looked at a wide range of documents, including the school’s review of its performance,

p.8

Information about this inspection

improvement plans, minutes of the governing body’s meetings, records of pupils’ progress, safeguarding policy and procedures, and accident and incident logs.  The inspector considered the views expressed in 11 questionnaires from members of staff.  The inspector also considered 23 responses from parents who completed questionnaires and the school’s own survey of parents’ views was taken into account.

p.8

Inspection team

Sylvia Anne Humble, lead inspector Ofsted Inspector guidance 'Raising concerns and making a complaint about Ofsted', which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . 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.8

Inspection team

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.9

Inspection team

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.gov.uk/government/organisations/ofsted .

p.9

Inspection team

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, further education and skills, 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team,

p.9

Inspection team

The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.9

Inspection team

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

Inspection team

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

p.9