Slough Centre Nursery School

Slough Centre Nursery School Inspection report

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Unique Reference Number 109760 Local Authority Slough Inspection number 356619 Inspection dates 7–8 December 2010 Reporting inspector Derek Watts

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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 section 49 of the Childcare Act 2006.

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Type of school Nursery School category Community Age range of pupils 3–4 Gender of pupils Mixed Number of pupils on the school roll 112 Appropriate authority The governing body Chair Mr Mohammed Khan Headteacher Mrs Diane Lister Date of previous school inspection 26 June 2008 School address Buckingham Avenue East Slough SL1 3EA Telephone number 01753 521975 Fax number 01753 521975 Email address office@slough-nursery.sch.uk

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childcare provision

Age group 3–4 Inspection dates 7–8 December 2010 Inspection number 356619 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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childcare provision

Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

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childcare provision

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 documentation 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'. Royal Exchange Buildings St Ann's Square Manchester M2 7LA T: 0300 1234 234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This inspection was carried out by two additional inspectors, who observed 10 learning sessions or part sessions taught by five different teachers and early years practitioners. The inspection team examined the school's policies, assessment of pupils' progress data, pupils' work, teachers' plans and school improvement planning. They held discussions with the headteacher, staff, and members of the governing body. There were informal conversations with parents and carers. The inspectors analysed 94 questionnaires completed by parents and carers, and others by staff. The inspection team reviewed many aspects of the school's work. It looked in detail at the following.  How successful are the school's strategies to develop children's English language skills?  To what extent is information and communication technology (ICT) used to support teaching and learning?  What is the impact of federation on Slough Centre Nursery?

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Information about the school

Children at this nursery are from a wide range of ethnic backgrounds. About half of the children are of Pakistani heritage. Around 20 different home languages are spoken in the school. A high proportion of children are at an early stage of English language acquisition. The proportion of children with special educational needs and/or disabilities is below average. Children are introduced into the school at the beginning of the term before their third birthday. The school federated with a local nursery in September 2009. The headteacher is leader of both schools and divides her time equally between the two sites.

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

Please turn to the glossary for a description of the grades and inspection terms

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Main findings

Slough Centre Nursery has built on the strengths identified at the last inspection. It is now an outstanding school. Children make exceptionally good progress in all areas of learning because of high quality teaching and the exciting learning activities provided. All groups of children are highly valued and thrive in the school's very positive and harmonious community. An outstanding partnership has been established with parents and carers. Parents and carers are extremely pleased with the care and education provided. They appreciate the help offered to help them support their children's learning. Their comments included. 'My child is excited every morning', 'Fantastic Nursery', 'My child wants to come at weekends. He cries on Saturday' and 'Everything is great'. Children enter the Nursery with knowledge and skills well below those expected for their age. Language and social skills are low on entry. Teachers, early years practitioners and

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Main findings

learning support assistants work very well together in providing high quality learning experiences. Considerable emphasis is placed on developing language skills and children make rapid gains in this area. Assessment information is used well to tailor activities to children's different needs. Information and communication technology (ICT) has improved since the last inspection and children use this well to support their learning. School improvement planning has rightly identified the need to extend this provision and maximise the potential of technology. Children make excellent progress in their personal, social and emotional development because of outstanding care, guidance and support, and the first class relationships between adults and children. Children grow in confidence and develop independence. Safeguarding is outstanding and children feel extremely safe. They adopt healthy lifestyles. Community cohesion is a real strength and children's

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Main findings

spiritual, moral and social development is outstanding. Children are extremely considerate and supportive of others. Behaviour in the Nursery is often exemplary. They have a very good understanding of different cultures and faiths. Children make exceptionally good contributions to the school and to the wider community. High quality leadership and strong teamwork among the staff are at the heart of the school's success. An experienced and established headteacher provides exceptional vision and direction. She is extremely well supported by other key leaders. All staff are committed to doing the very best for children and their families. The federation with another school is working well and has provided good opportunities to share practice and develop emerging leaders. The partnership with all other nursery schools in Slough is equally productive. Self-evaluation is systematic and accurate, and effective action is taken

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Main findings

to bring about improvements. Since the last inspection, provision and children's progress has improved from good to outstanding. The school is very well placed to sustain its strong track record of improvements.

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

Please turn to the glossary for a description of the grades and inspection terms

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What does the school need to do to improve further?

 Extend the provision for information and communication technology so that greater opportunities are offered to support teaching and learning.

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Outcomes for individuals and groups of children 1

Children thoroughly enjoy their learning. They make exceptionally good progress from their starting points and by the end of their time at the nursery, attainment is broadly in line with that expected. Children's achievement is good. Children make rapid progress in communication and language skills because adults promote speaking and listening through all activities. Children learn new words from singing the range of songs from their 'song book'. They love books and listen to stories attentively and with interest. They identify letters and their sounds. They tell stories of their own and these are carefully recorded by staff and displayed. The strong emphasis on language work enables children who are learning English as a new language to make exceptional progress. For example, in one highly successful activity, a nativity model was used to tell the Christmas story. Adults were good role models for speech and the children

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Outcomes for individuals and groups of children 1

gained new vocabulary such as donkey, frankincense and myrrh. They counted the figures and suggested that Jesus might be brought presents. Children with special educational needs and/or learning difficulties receive well-targeted support and make rapid progress. The exciting activities on offer and the high quality teaching enable both boys and girls to perform exceptionally well. Effective planning and imaginative teaching ensure that gifted and talented and the more-able children are challenged and extended. Children use ICT well to support their learning. They use computer programs to consolidate their language and number skills. Digital cameras are used confidently in recording their learning. Children have great fun painting. After being inspired by the story 'The Snowman' by Raymond Briggs, children created snowman paintings on black sugar paper. Other children had used sweet potatoes to create colourful printed patterns on

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Outcomes for individuals and groups of children 1

fabric or paper. The well-resourced outdoor learning area is enjoyed by all. Children ride tricycles and other vehicles with increasing coordination and control. Their balancing and climbing skills are developing extremely well with the clear guidance from adults. Children feel extremely safe and know who to turn to if they are upset or need help because of the high quality relationships established with very caring staff. They enjoy healthy snacks. Children know that fresh fruit and vegetables are good for you and participate enthusiastically in regular exercise in the outdoor learning area. The youngest, rising threes, have settled very well into daily routines and are already taking considerable responsibility for their learning. High expectations from adults and excellent relationships lead to exemplary conduct. Through celebrating festivals such as Chinese New Year, Christmas, Diwali, Eid, Easter and Vasakhi, children are developing an appreciation and

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Outcomes for individuals and groups of children 1

very good understanding of different cultures and faiths. Children's attendance is broadly average. Their outstanding progress in basic skills, and well-developed personal and social skills, prepare them successfully for the next school.

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

Please turn to the glossary for a description of the grades and inspection terms

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

These are the grades for children's outcomes

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Children's achievement and the extent to which they enjoy their learning 2

Taking into account: Children's attainment¹

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Children's achievement and the extent to which they enjoy their learning 2

The quality of children's learning and their progress 1

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Children's achievement and the extent to which they enjoy their learning 2

The quality of learning for children with special educational needs and/or disabilities and their progress

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2

Taking into account: Children's attendance¹

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The extent of children's spiritual, moral, social and cultural development 1

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

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How effective is the provision?

Teaching successfully promotes outstanding learning and enjoyment for children. Staff have a very secure understanding of how children of this age learn. Assessment has been strengthened and provides a clear overview of each child's attainment and progress. This information is used very effectively to plan the next steps of children's learning. Children's achievement and learning experiences are well recorded with annotations, photographs and teachers' reports in 'All about me' books. A parent commented, 'The written account of my child's progress is especially useful.' Learning support assistants are effectively deployed and children benefit from the high ratio of adults to children. There is a very good balance between adult-led activities and those chosen by children. Children are given plenty of opportunities to be creative, explore and learn independently. There have been further improvements to outdoor learning facilities since the last inspection and this area is

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How effective is the provision?

used well, particularly in promoting children's physical development. Children's learning is further enhanced by visits and visitors. For example, regular visits to Burnham Beeches increase children's knowledge of animals and plants, and provide considerable opportunities for language development. Care, guidance and support underpin the school's very positive ethos. Highly effective induction arrangements enable children to settle quickly and thrive. The well-organised, safe and welcoming environment is much appreciated by children, parents and carers.

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

Please turn to the glossary for a description of the grades and inspection terms

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

'Teachers are so friendly and welcoming' and 'Relationships between teachers and parents are exceptional' were typical comments from the community. Provision for children with special educational needs and/or disabilities is exceptionally good. In partnership with other agencies, the school is very successful in supporting children and their families needing extra help. Visiting speech therapists make a valuable contribution to children's progress. As one parent wrote, 'The school has helped my child with his speech. The staff are very understanding.' There are effective procedures to monitor and promote good attendance.

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

These are the grades for the quality of provision

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The quality of teaching 1

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

Leaders and managers are successfully promoting excellent provision and outstanding outcomes for children with the full support of a highly committed staff team. All are firmly focused on each child doing as well as they can. Developing highly effective partnerships with parents, carers and other nurseries is also part of the school's ambition, vision and aims. The monitoring and development of teaching is given considerable attention and this has resulted in consistency in practice throughout the school. Governance has improved with a more settled membership to the governing body. Governors have a good understanding of the school's strengths and areas for development. All statutory requirements are met. Considerable emphasis is placed on safeguarding. Policies and practice to protect and safeguard children are robust, simple and highly effective. All staff are very well trained in this area and safe practices are

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How effective are leadership and management?

promoted extremely well through learning activities. The very strong partnerships forged with parents, carers and other agencies contribute considerably to the organisation's success. The federation with a local nursery has benefited both schools. Teachers from different nurseries review the curriculum together and effectively share experience, expertise and practice. A number of staff have had further opportunities to develop leadership roles while the headteacher is working at the other nursery. The school strives to meet and exceed the needs of parents and carers. Parents and carers have welcomed events such as workshops in letters and sounds, numeracy, mark making and writing to help them support their children's learning. Equality of opportunity is promoted extremely well. All children and families are highly valued and have full and equal access to the outstanding provision .The setting is highly

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How effective are leadership and management?

inclusive and tackles discrimination very effectively. Community cohesion is promoted

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

Please turn to the glossary for a description of the grades and inspection terms

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

exceptionally well and the school has a very clear understanding of the diverse community it serves. The curriculum and learning activities are highly effective in promoting children's knowledge and understanding of different cultures and faiths. There are established links with children in Ghana and India.

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

These are the grades for leadership and management

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1

Taking into account: The leadership and management of teaching and learning

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Views of parents and carers

A much higher than usual proportion of parents and carers returned their questionnaires. Nearly all parents and carers who returned them are happy with their children's experiences at the school. They are particularly pleased with the sense of enjoyment, the quality of teaching, safety in school, how the school helps them to support children's learning at home, the information provided about their children's progress, leadership and management, and the promotion of healthy lifestyles. These positive views are consistent with the inspection findings.

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Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of children registered at Slough Centre Nursery to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school.

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Responses from parents and carers to Ofsted's questionnaire

The inspection team received 94 completed questionnaires by the end of the on-site inspection. In total, there are 112 children registered at the school.

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Total % Total % Total % Total %

My child enjoys school 75 80 18 19 0 0 0 0 The school keeps my child safe 70 74 22 23 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 68 72 24 26 1 1 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 62 66 30 32 1 1 0 0

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Total % Total % Total % Total %

The teaching is good at this school 71 76 21 22 1 1 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 68 72 24 26 1 1 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 61 65 29 31 1 1 0 0

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Total % Total % Total % Total %

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 54 57 33 35 3 3 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 62 66 29 31 1 1 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 56 60 31 33 2 2 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 63 67 26 28 2 2 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 65 69 24 26 0 0 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 73 78 18 19 1 1 0 0

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Total % Total % Total % Total %

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its children's needs.

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Grade Judgement Description

Grade 2 Good These are very positive features of a school. A school that is good is serving its children well.

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Grade Judgement Description

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its children.

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Grade Judgement Description

Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its children. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2009 to 31 March 2010 and are the most recently published data available (see www.ofsted.gov.uk ). Please note that the sample of schools inspected during the autumn and spring terms 2009/10 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Secondary school figures include those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.

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Common terminology used by inspectors

Achievement: the progress and success of a child in their learning and development.

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Common terminology used by inspectors

Attainment: in other phases of school, for example primary schools, attainment is the standard of the pupils' work shown by test and examination results and in lessons. However, there is no national average for three- and four-year-olds. Therefore, in inspections of nursery schools, inspectors take account of expectations in the age-related bands of the Early Years Foundation Stage.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.

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Common terminology used by inspectors

 The school's capacity for sustained improvement.  Outcomes for individuals and groups of children.  The quality of teaching.  The extent to which the curriculum meets children's needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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Common terminology used by inspectors

Progress: the rate at which children are learning in nursery sessions and over longer periods of time.

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

main findings from the inspection of their school.

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

Dear Children Inspection of Slough Centre Nursery School, Slough SL1 3EA. Thank you so much for welcoming us into your school and sharing your learning with us. We enjoyed our visit and would like to tell you what we have found. Your nursery is brilliant. These are the school's main strengths.  You love learning and the exciting activities provided.  The school is an attractive and welcoming place to learn in.  Great teaching helps you to make excellent progress.  You behave really well and get on extremely well with others.  The activities you do at school are exciting and fun.  You know how to be healthy and fit.  You feel very safe because the adults look after you very carefully.  You show a very good knowledge of different festivals and how people live in different parts of the world.  Your headteacher leads the school exceptionally well. She is very well supported by other staff.  You are well prepared for your next school.

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

We have asked the headteacher and teachers to do one thing to improve areas of the school's work.  You could use ICT even more to help your learning, and the school has good plans for this to happen. You can all help by continuing to do your best. We wish you all success for the future.

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www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please

telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

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