Denby Dale Nursery School

Denby Dale Nursery School Inspection report

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Age group 0–4 Inspection date(s) 23–24 January 2012 Inspection number 377611 Unique Reference Number 107594 Local authority Kirklees Inspection number 377611 Inspection dates 23–24 January 2012 Lead inspector Jane Hughes

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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.

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Type of school Nursery School category Community Age range of pupils 0–4 Gender of pupils Mixed Number of pupils on the school roll 60 Appropriate authority The governing body Chair Ian Morley Headteacher Jackie Wood Date of previous school inspection March 2009 School address Wakefield Road Denby Dale Huddersfield HD8 8RX Telephone number 01484 222915 Fax number 01484 222965 Email address office.denbydale@edukirklees.net

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Registered childcare provision Denby Dale Nursery School Number of children on roll in the registered childcare provision Date of last inspection of registered childcare provision March 2009 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.

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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

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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.

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

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Introduction

This inspection was carried out with two days' notice. The inspector observed 13 teachers, nursery workers and day care practitioners teaching 13 lessons or part lessons. In addition, the inspector made short visits to a few ‘support sessions’ where specialist help for children with special educational needs is provided by trained assistants. Individual discussions were held with several children and also with parents and carers. Meetings were held with the Chair and two members of the Governing Body and with school staff. The inspector took account of the responses to the on-line questionnaire (Parent View) in planning the inspection, observed the school's work, and looked at a number of documents including the school development plan, safeguarding and equality policies, and minutes of the governing body. The inspector analysed 32 parental and carers’ questionnaires as well as others completed by staff.

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Information about the school

This school is of smaller-than-average size when compared to other similar schools. It offers integrated nursery education and extended day care run by the school. The day care includes before- and after-school care as well as a holiday club. The day care is registered to offer up to 39 places for children in the early years age group. Of these, not more than six may be aged under one year at any one time. The proportion of children known to be eligible for free school meals is well below average. Most children are from White British backgrounds. Few children are disabled or have special educational needs.

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Information about the school

There has been turbulence within the school’s leadership for several years due to a local authority review of nursery school provision. A substantive executive headteacher was appointed in October 2011 when the school federated with Gilthwaites First School. Prior to this, the long serving deputy headteacher had been the acting headteacher for two extended periods.

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Information about the school

A Sure Start children’s centre is located on the same campus but is run separately. It uses the community room based in the school. Inspections of the school and children’s centre were coordinated. They are the subject of separate inspection reports. 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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Key Findings

 This is an outstanding school. Since its last inspection, it has maintained key strengths and has improved previous good practice to an outstanding level. Children, parents and carers are overwhelmingly positive about all aspects of the school’s provision. The proportion of children achieving well is far greater than usually found for children this age. Children make particularly rapid progress in their reading, writing, social and problem solving skills. This helps almost all of them to reach a good level of development by the end of the Early Years Foundation Stage in their next school. Children who access day care enjoy the highest levels of care and success in their learning and development.

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Key Findings

 Teaching is outstanding. Adults allow children time for purposeful reflection while solving problems. The school provides high quality individual support for children through detailed planning and tracking. There is excellent support for the few disabled children and those with special educational needs. As a result, these children make equally rapid progress.

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Key Findings

 Children’s behaviour is exemplary. They feel very safe and enjoy school greatly as reflected in their attendance which is above the levels typical for young children. Parents and carers confirm that behaviour is managed extremely well. Children work and play harmoniously and respect differences. Nonetheless, display materials, resources and regularly planned activities to raise children’s awareness of diversity in British society are more limited than for other elements of provision.

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Key Findings

 Leaders, managers and the governing body are keenly ambitious for the school. Self-evaluation is strong and adults are highly reflective practitioners. Parents and carers are most appreciative, saying, ‘My children have made huge progress in terms of learning and social skills and confidence.’ Children have access to an outstandingly rich curriculum that supports their excellent spiritual, moral, social and cultural development as well as their independent learning skills.

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What does the school need to do to improve further?

 Raise further children’s awareness of diversity in British society by: - expanding the range of multicultural resources to support children’s day-to- day learning in school - ensuring displays around school reflect diversity.

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Achievement of pupils

A large majority of children enter the school with skills that are below those expected for their age. They achieve very well so that their reading, writing, social and mathematical skills in particular, are better developed than those found typically among four-year-old children. Parents and carers feel their children achieve very well, including those parents and carers of the few children with disabilities or those children with special educational needs. Inspection findings confirm these successes. Children eagerly participate in the wide range of activities. They persevere well with tasks, often independently. For instance, children acted out their own role play in the ‘cafe’. One girl talked customers through the menu of potatoes, pancakes or toast while a boy helped to cook. They provided a running commentary about how busy they were. The girl identified that she needed to go to the shops to buy more milk, flour and eggs before

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Achievement of pupils

she could make more pancakes. Through this and many other examples of role play, children are making considerable progress in developing their communication and problem solving skills. They also learn more about working as a team. Children respond very well to practical and outdoor activities. They rapidly develop mark making and problem solving skills and apply these very well, whether working inside or outdoors. Children listen carefully to adults and use this information to improve and succeed. For example, children laying a train track could not join some of the pieces. The teacher watched for a while, then asked, ‘Is there another way you could put that piece down?’ Together, through patient testing, the children worked out that, indeed, there was, and triumphantly completed their track. Highly individualised support for disabled children and those with special educational needs means that they are able to participate in energetic activities outside or pursue

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Achievement of pupils

bespoke language programmes alongside their peers. This reflects the highly inclusive ethos of the nursery and ensures these children enjoy accelerated rates of progress in line with other children.

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Quality of teaching

The high quality of teaching is pivotal in empowering children to make the fastest possible progress. Adults are adept at developing children’s independent learning skills and social development. To this end, they relentlessly probe children’s knowledge and understanding through close questioning. No knowledge is given away lightly; children have to work hard to gather facts. They relish this approach. Teachers devise an engaging curriculum, full of activities that enable all children, regardless of their individual needs, to progress at an equally rapid rate. This is because planning and evaluations are cross referenced to ensure that staff are clear about how individuals respond to different activities. Each child is tracked for academic achievement, involvement and well-being. Parents and carers are enthusiastic about the learning and development programmes introduced by staff. They typically comment, ‘I am always so impressed with the variety of learning

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Quality of teaching

opportunities on offer each day.’ Inspection findings confirm that these positive perceptions are accurate, although opportunities and resources for children to develop their awareness of multiculturalism are less frequent. Adults encourage strong team work among children. For instance, some children were outside in the rain, deciding with a teacher how to operate a rope pulley system to transport a basket from one side of a grassy bank to the other. They persevered extremely well so that, to their excited delight, the basket eventually whizzed down the line.

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Behaviour and safety

Standards of behaviour and the safety of children are typically outstanding over time. Children thoroughly enjoy independent and group activities. They make the most of the time they spend at school. Snack and lunchtimes are highly sociable occasions. Children learn efficiently how to use cutlery correctly and safely. They enjoy a wide range of fruit and vegetable snacks during the day.

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Behaviour and safety

Almost all of the parents and carers who returned the inspection questionnaire or spoke to the inspector confirm that behaviour is of a consistently good quality. Children say that everyone is kind and friendly. Inspection findings reflect these views. Children feel very safe in school and say they like coming here. They are secure enough to go to their key worker if they have any worries. Children have a highly-developed awareness of how they should behave, based on the consistent approach by all staff to managing behaviour. Children are adept at tidying away resources and sweeping up sand at the end of sessions. Slightly reluctant children are quickly cajoled into helping.

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Behaviour and safety

Incidences of bullying are very rare. The school ensures that there is no name calling, harassment or racist incidents.

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Behaviour and safety

Attendance is better than typically found in nursery settings. Although attendance is non-statutory for this age group, staff contact parents immediately a child is absent. This is good practice and helps to establish good patterns of attendance for the future.

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Leadership and management

The headteacher, senior leaders and managers, and the governing body all provide strong and ambitious leadership for the school. Although leadership has been disrupted over several years, high expectations of staff performance and children’s outcomes are already firmly embedded. Stability within the rest of the staff team has allowed these key strengths to develop successfully over time. The deputy headteacher has provided the required continuity to help the school to continue its unerring, upward trajectory over the last three years. High quality partnerships with parents, carers and other local schools add to the school’s success. Opportunities for innovative professional development are regularly identified and staff feel highly supported in their roles. Conscientious administrators and ancillary staff ensure the school runs smoothly day-to-day. The governing body for the federated schools is well led. The strong depth of

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Leadership and management

knowledge and effective leadership skills held by both governing bodies in the past are used well to steer the federation to further success. There is highly rigorous monitoring of the quality of teaching and learning. Areas for development are regularly highlighted. There is no complacency here. All staff are tenacious in their desire to make and keep this school as successful as possible. Staff are responsive to any improvement points they receive. Key data are maintained to a high standard and regularly updated. This, along with the close relationships adults establish with all children and their families, ensures that there is equality of opportunity for all. No discriminatory practice is tolerated. Staff take great care to ensure that any barriers to learning are swiftly identified and measures put in place to address them. This approach has enabled the school to maintain children’s above expected levels of attainment. The school shows it has an outstanding capacity to

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Leadership and management

improve further. The curriculum is outstanding. Staff take close notes of children’s interests and incorporate these into activities. A wide range of resources such as toy microwaves and mobile telephones as well as computers and interactive boards help children to play in role realistically and to develop highly useful skills for the future. There is a particular emphasis on linking sounds and letters which is having a marked effect on children’s communication skills. The school includes ‘forest school’ activities within the curriculum. These take the children out of school as well as helping them to learn within the school’s own woodland area. Children’s spiritual, moral, social and cultural development is outstanding. The school adopts a ‘listening to young children’ approach which encourages all children to have a voice. They are regularly consulted about their views and special interests and learn to listen respectfully to those of their peers. Good behaviour is regularly

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Leadership and management

reinforced by staff and negative behaviour is sensitively discussed so children realise how their actions impact on others. Parents and carers say they feel well informed and that the school takes seriously any concerns they raise. Inspection findings confirm these views. Staff take time to chat with parent and carers at the beginning and end of sessions. The eye-catching website brims with colourful, current information and brings the work of the school to life. The school meets requirements with regard to safeguarding. Staff carefully identify risks. They help children to recognise potential hazards.

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childcare provision

The quality of the day-care provision is outstanding. Outcomes for children are consistently good and are exemplary in developing their personal, social and communication skills. Children are keen to engage in the varied activities set up for them by staff who regularly identify their changing interests. For instance, the two- year-old children always showed great interest in the wellington boots worn by older children. Staff purchased a set so that the younger children could wear these or just play with them too. The quality of provision is high. Staff involve themselves totally in the children’s lives while they are at school. They question children carefully and listen closely to their responses so that they can develop children’s skills appropriately. They model good speaking and listening skills very well. All adults set the highest expectations of children’s behaviour. This prepares children well for when

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childcare provision

they transfer into nursery education. Relationships are always of the highest quality. Leadership is highly aspirational and reflective. First class organisation, an outward- looking approach as well as close partnerships with parents, carers and other early years’ settings, ensure that this is a setting which constantly seeks to improve.

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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

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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

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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.

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Type of school Outstanding Good Satisfactory Inadequate

Nursery schools 46 46 8 0 Primary schools 8 47 40 5 Secondary schools 14 38 40 8 Special schools 28 48 20 4 Pupil referral units 15 50 29 5 All schools 11 46 38 6

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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.

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Type of school Outstanding Good Satisfactory Inadequate

The data in the table above are for the period 1 September 2010 to 31 August 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 ).

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Type of school Outstanding Good Satisfactory Inadequate

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.

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Type of school Outstanding Good Satisfactory Inadequate

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.

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Type of school Outstanding Good Satisfactory Inadequate

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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to share with their children. It describes Ofsted's main

findings from the inspection of their school.

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Inspection of Denby Dale Nursery School, Huddersfield, HD8 8RX

 Thank you for being so kind to me when I came to your nursery. You told me lots about it and I saw you doing many smashing things. I also really enjoyed looking at all the photographs of the wonderful things you do, especially during your woodland adventures. This letter tells you what I found out during my visit.

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Inspection of Denby Dale Nursery School, Huddersfield, HD8 8RX

I have to use a long word to describe your nursery. The word is outstanding. I think lots of you could count out how many letters there are in that long word. Your teachers who help you to learn and play so well every day will give you some suggestions if you get stuck! ‘Outstanding’ means that your nursery is very, very good. All the adults take the best care of you. They also help you to do your very best. They ask you lots of questions to make you think hard. You do this very well. You solve problems all the time, which is such a help because you have to do that all through life. I was so pleased to see that you are all very kind to each other and that your behaviour is excellent. Thank you all for coming to school every day. That is very important, so keep it up!

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Inspection of Denby Dale Nursery School, Huddersfield, HD8 8RX

I saw how exciting your celebrations for Chinese New Year were. The crinkly dragons were superb. I enjoyed how they sparkled when you wiggled them with your lolly sticks. I have asked your teachers to buy more toys and pictures so that you can learn even more about people from around the world and what they believe.

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Inspection of Denby Dale Nursery School, Huddersfield, HD8 8RX

I send you all my very best wishes and hope you continue to enjoy school.

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Inspection of Denby Dale Nursery School, Huddersfield, HD8 8RX

Jane Hughes 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 .

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