Hazel Hurst School Mapperley Ltd

Independent school standard inspection report

p.1

DfE registration number 891/6004 Unique Reference Number (URN) 122918 Inspection number 385102 Inspection dates 18–19 January 2012 Reporting inspector Peter McKenzie 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. 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

p.1

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

p.2

To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

p.2

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk No. 090070 Independent school standard inspection report

p.2

Purpose and scope of the inspection

This inspection was carried out by Ofsted under Section 162A of the Education Act 2002, as amended by schedule 8 of the Education Act 2005, the purpose of which is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school. 1, 2

p.3

Information about the school

Hazel Hurst is a small independent nursery and infant school for boys and girls aged two to eight years. The school was established in 1934 and exists to ‘create a happy and secure environment for all children to reach their full potential in personal, social, spiritual, academic and physical development’. There are currently 35 children on roll, 25 of whom are in the Early Years Foundation Stage. Twenty four of the children in the Early Years Foundation Stage are entitled to free education for three- and four-year-olds. There are no children with a statement of special educational needs or who are looked after. The school runs a before- and after-school club. The school is situated in Mapperley, three miles north of Nottingham city centre. The school was last inspected in May 2008.

p.3

Evaluation of the school

Hazel Hurst School provides its children with a good quality of education and meets its stated aims. Children make good progress because of good teaching, the broad and balanced curriculum, and their own concentration and commitment. Children’s spiritual, moral, social and cultural development is outstanding, as is their behaviour. Procedures for welfare, health and safety, including safeguarding arrangements, are outstanding. The school has successfully addressed the curriculum issues highlighted at the previous inspection, although there are inconsistencies in curriculum planning and assessment recording. All of the regulatory requirements for independent schools are met.

p.3

Quality of education

The quality of education is good and enables children to make good progress by systematically developing their knowledge, skills and understanding. In recent years, children in Year 2 all made good progress from a range of prior attainment. All reach at least above average standards in the core subjects and are often successful in entrance examinations for large independent schools. Children throughout the school are making good progress. Those in the Nursery are already attaining the early learning goals at the expected level for the end of the Early Years Foundation Stage. They are rapidly building up their vocabulary by exploring the meaning and sound of new words, using a structured and systematic phonics approach. Reception children are also making good progress. Their concentration is exceptional, making them

p.3

Quality of education

1 www.legislation.gov.uk/ukpga/2002/32/contents . 2 www.legislation.gov.uk/ukpga/2005/18/contents . Independent school standard inspection report excellent listeners, which in turn leads them to develop confidence in speaking. They comment and question the detail of stories they hear and display great imagination in independent follow-up work. The children develop their number skills by counting and recognising numbers through a range of activities. Progress in literacy and numeracy in Year 1 is good; children speak and write accurately and with imagination, and their number work in analysing data is good. For example, children in Key Stage 1 combined outdoor data-gathering activities and analysis in the classroom in a lesson where they learnt to compare how far each person could throw a bean bag. Teaching and assessment are good. In the most effective lessons, teachers respond to children’s inquisitive nature by giving them the opportunity to explore and

p.3

Quality of education

discover new things independently. In a minority of lessons, teachers direct children’s activities too closely which restricts independent learning. Small classes and high pupil/adult ratios enable the staff in the Early Years Foundation Stage to have a good knowledge of children’s skills; this ranges from those expected for children’s age to those that are well above expectations. However, planning does not always include a broad enough range of activities to ensure that all children are given work at a suitably challenging level. Teachers know the children well and praise and encourage them individually which contributes significantly to the progress they make. Staff reinforce good manners, and as a result, behaviour is exemplary and children display extremely high levels of cooperation and tolerance of others. This was particularly evident in the independent work in the Early Years Foundation Stage where sharing and cooperation among the children were of the

p.4

Quality of education

highest quality. Parents and carers say that they appreciate the enthusiasm and commitment of the staff. All assessment is based on the steps towards the Early Years Foundation Stage early learning goals and National Curriculum levels. Children’s progress is tracked periodically throughout the school from a baseline established on entry. Overall, assessment is often effective but there is variation between the practice of different teachers. Outstanding practice is currently being developed in the lower preparatory class where assessment informs planning very effectively. This ensures that all children are individually challenged and so learn rapidly. In other lessons there may be effective matching of work to children’s needs, but it is not planned or recorded in a systematic way. Marking of children’s work is still minimal. However, teachers discuss work with children and guide them on how to improve, although targets for

p.4

Quality of education

improvement are not necessarily recorded. The curriculum is good and fulfils the requirements of the regulations. The school follows the curriculum of the Early Years Foundation Stage and the National Curriculum programmes of study for Key Stage 1. French is taught to the older children. Parents say they are pleased with this provision. The curriculum policy is appropriate. It is supported by individual policies for every subject and the much improved subject schemes of work, combined with suitable long- and medium-term planning, provide a good basis for teaching. However, planning is inconsistent in both content and layout. The planning quality in the lower preparatory class is particularly effective. The basic skills curriculum, including the promotion of social skills throughout the curriculum, prepares children well for their future economic well-being. The school places a strong emphasis on physical activity and there are

p.4

Quality of education

Independent school standard inspection report timetabled sessions every week at a local community centre and a swimming pool. A small group of children attend the before-school and after-school clubs where they are encouraged to develop independence, choose their own activities and develop manual and literacy skills through play.

p.5

Spiritual, moral, social and cultural development of pupils

Children’s spiritual, moral, social and cultural development is outstanding. Children in the Early Years Foundation Stage are encouraged to be independent from their first day in school. For example, they are expected to dress and undress themselves for swimming, register themselves by sticking their name card on the board, and pack away their own snacks and drinks. Children develop high levels of self-confidence. They take responsibility for themselves and others; they encourage each other and are thoughtful members of the school community. Parents say that their children make great progress in confidence, self-expression and enthusiasm for school. Children understand right from wrong. They understand their responsibilities as members of the school community and how poor behaviour can spoil enjoyment for others. However, they say that such things do not happen in their school. Children in the Early Years Foundation Stage are already showing the social skills that will

p.5

Spiritual, moral, social and cultural development of pupils

enable them to take their place successfully in society. Children’s behaviour is outstanding. In the classroom they show concentration and commitment to their work; they help each other and are polite and welcoming. Children enjoy school so much that smiling faces are commonplace. Children visit places of cultural interest. They are in touch with the local community through visits and receiving visitors from the local Church, the community centre and a home for older people. They celebrate the festivals of a range of faiths. The school’s own multi-cultural community is totally harmonious. Opportunities to support the children’s wider understanding of other ethnic cultures through classroom activities, though, are not fully used.

p.5

Welfare, health and safety of pupils

Provision for the welfare, health and safety of children is outstanding. Regulatory requirements in terms of detailed and well implemented policies and risk assessments are all met. These key documents are regularly reviewed. Where appropriate, these policies take account of the relevant Department for Education guidance. Children follow well-practised routines to ensure their safety. They understand and practise healthy lifestyles by eating healthily, for example, fruit at break. They take a range of physical activity. As a result, children work and play happily together, deriving fun and friendships in their learning and leisure. Checks on proprietors, staff and volunteers have been carried out and the medical fitness of employees is confirmed. Fire risk assessment and preventative measures are fully in place. Good risk assessment procedures are followed for educational visits, including the regular visits to physical education and swimming facilities. Children say that

p.5

Welfare, health and safety of pupils

there is no bullying in school. The supervision provided by school staff is highly Independent school standard inspection report effective. Parents are full of praise for the care given to their children and comment on the added confidence it has given their children. Arrangements are in place to fulfil duties under the Equality Act 2010 through planning to make access and education available to all.

p.5

Suitability of staff, supply staff and proprietors

The school’s recruitment and adult-vetting procedures ensure that all staff and others are suitable to work with children. The single central register fully meets the regulations and includes the outcomes of all of the checks made on employees of the school and the proprietorial body.

p.6

Premises and accommodation at the school

The premises of Hazel Hurst School provide children with a safe, attractive environment in which they learn effectively. Classrooms are appropriate for a range of activities and have suitable furniture and fittings. Outside space is equipped with a range of good play facilities and the Early Years Foundation Stage rooms lead into an atrium giving access to outdoor areas.

p.6

Provision of information

Information for parents, carers and others is clear, accurate, up to date and fully meets the regulations. All of the required information is provided, or made available as required. Annual accounting procedures to funding local authorities are fully in place. Parents and carers receive suitable annual reports of children’s progress. Parents greatly appreciate the opportunity they have to make comments and suggestions about the school through the parent/teacher committee, and say that the issues they raise are always considered and addressed.

p.6

Manner in which complaints are to be handled

The school’s procedures for handling complaints fully meet the regulations.

p.6

Compliance with regulatory requirements

The proprietor has ensured that the school meets all The Education (Independent School Standards) (England) Regulations 2010, schedule 1 (‘the Regulations’).

p.6

What the school could do to improve further

While not required by regulations, the school might wish to consider the following points for development:

p.6

What the school could do to improve further

 increase the opportunities for children to work independently  standardise the school’s procedures for curriculum planning and recording of assessment to the levels of the best practice. Independent school standard inspection report Inspection judgements outstanding

p.6

The quality of education

How well the curriculum and other activities meet the range of needs and interests of pupils  How effective teaching and assessment are in meeting the full range of pupils’ needs 

p.7

The quality of education

How well pupils make progress in their learning 

p.7

The quality of education

Pupils’ spiritual, moral, social and cultural development Quality of provision for pupils’ spiritual, moral, social and cultural development  The behaviour of pupils 

p.7

Welfare, health and safety of pupils

The overall welfare, health and safety of pupils  Independent school standard inspection report

p.7

School details

Number on roll (full-time pupils) Boys: 15 Girls: 16 Total: 31

p.8

School details

Number on roll (part-time pupils) Boys: 2 Girls: 2 Total: 4

p.8

School details

Number of pupils with a statement of special educational needs Boys: 0 Girls: 0 Total: 0

p.8

School details

Number of pupils who are looked after Boys: 0 Girls: 0 Total: 0

p.8

School details

Annual fees (day pupils) £4,920 - £5,520

p.8

School details

Address of school 400 Westdale Lane, Mapperley, Nottingham, NG3 6DG

p.8

School details

Email address hazelhurstschool@btconnnect.com

p.8

School details

Proprietor Hazel Hurst Schoool (Mapperley) Ltd

p.8

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

main findings from the inspection of their school. Independent school standard inspection report 20 January 2012

p.8

Inspection of Hazel Hurst School Mapperley Ltd, Nottingham, NG3 6DG

Thank you for making us so welcome when Mrs Warren and I visited your school recently. We really enjoyed talking to you and seeing your work. You are fortunate to go to a good school, and we could see that you all work really hard and are making good progress.

p.9

Inspection of Hazel Hurst School Mapperley Ltd, Nottingham, NG3 6DG

Your teachers are helping you to become very good at skills like reading, writing and numeracy which will be so important as you grow up. You have played your part, too. Your behaviour is outstanding and the way you listen carefully to your teachers is helping you to do so well in your lessons.

p.9

Inspection of Hazel Hurst School Mapperley Ltd, Nottingham, NG3 6DG

You told me how much you like Hazel Hurst School and some of your parents and carers also told me how pleased they are with the progress you are making.

p.9

Inspection of Hazel Hurst School Mapperley Ltd, Nottingham, NG3 6DG

I have asked your teachers to make sure that each one of you has the chance to be the very best learner possible. I have suggested they do this by giving you more tasks to do on your own, either by yourselves or in small groups. I have also asked them all to plan lessons and write down how well you are doing in the same way for each class.

p.9

Inspection of Hazel Hurst School Mapperley Ltd, Nottingham, NG3 6DG

And finally, a special thank you to the children in the lower prep class who made me such beautiful cards.

p.9