Susan Isaacs Nursery School

Susan Isaacs Nursery School Inspection report

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Age group 3–5 Inspection date(s) 13–14 March 2012 Inspection number 377183 Unique Reference Number 105141 Local authority Bolton Inspection number 377183 Inspection dates 13–14 March 2012 Lead inspector Karen Ling

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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 Maintained Age range of pupils 3–4 Gender of pupils Mixed Number of pupils on the school roll 44 Appropriate authority The governing body Chair Eileen Watson Headteacher Ann Macleod Date of previous school inspection 18 November 2008 School address Vernon Street Bolton BL1 2XN Telephone number 01204 333050 Fax number 01204 333051 Email address office@susanisaacs.bolton.sch.uk

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Registered childcare provision EY221830 Susan Isaacs Nursery School Number of children on roll in the registered childcare provision Date of last inspection of registered childcare provision November 2008 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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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.

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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 spent six hours observing teaching across indoor and outdoor provision, involving 17 qualified teaching staff and practitioners. Discussions were held with parents and carers, children, members of the governing body and staff. The inspector observed the school’s work and scrutinised documents relating to self-evaluation, safeguarding, baseline assessment, and staff’s planning and assessment. Forty-four questionnaires from parents and carers were analysed. There were no responses to the online questionnaire (Parent View).

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Information about the school

This is a small nursery school. It offers part-time provision during school term-time from 9am until 11.30am, from 1pm until 3.30pm and over the lunchtime period. Children are admitted into nursery school at different times during the school year following their third birthday. The school also provides registered early years provision for a maximum of 38 children under five years at any one time. Of these, nine may be under two years of age. It is open from 8am until 6pm each weekday for 50 weeks of the year. Children attend school for a variety of sessions each week and some also attend the registered provision. The school offers a flexible arrangement to suit the needs of parents and carers. A specialist resourced provision is offered for up to eight children with significant levels of special educational needs. Approximately 50% of children are identified as having additional needs related to their disabilities or special educational needs. The catchment area represents an

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Information about the school

increasingly diverse range of cultural and linguistic heritage which includes children from refugee and asylum seeker families.

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Information about the school

The registered early years provision was inspected alongside the school inspection under section 49 and 50 of the Childcare Act. 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 a good school which enables all children to reach their potential. The headteacher resolutely puts high expectations for a safe and supportive learning environment at the centre of the nursery school’s purpose. She is well supported by a team of enthusiastic and very caring staff. It is not outstanding because staff’s organisation of resources and children does not consistently ensure that teaching promotes individualised learning for children’s diverse needs. Although parents and carers are always welcome, engaging families from the increasingly diverse linguistic and cultural backgrounds in their child’s learning presents a constant challenge.

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Key Findings

 Achievement for all groups of children is good. Staff work diligently to develop their knowledge of each child and support them in their individual circumstances. Rapid progress is made in some skills, particularly personal, social and emotional development. Disabled children and those with special educational needs achieve particularly well because of skilful support and excellent multi-agency collaboration.

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Key Findings

 Teaching is good and staff plan well to meet the diverse needs of children. Activities reflect a breadth of experiences across all six areas of learning. Teaching builds on what children know and can do and is enhanced by specialist support which provides sessions of high level intervention for those children with additional needs.

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Key Findings

 The promotion of children’s well-being is given high priority and is underpinned by robust safeguarding procedures. Most children attend nursery school regularly and procedures are in place to follow up absenteeism. Staff give high priority to using behaviour management strategies consistently. This leads to children understanding boundaries and generally good behaviour over time.   Well focused professional development and performance management of all staff provide effective management of both teaching and the school’s performance. 

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What does the school need to do to improve further?

 Improve teaching in adult-led activities by: - ensuring the organisation of resources and the number of children in a group enables staff to observe, respond and effectively support learning - matching learning intentions to individual needs more accurately.

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What does the school need to do to improve further?

 Consider strategies for addressing the increasing challenges presented by the widening linguistic and cultural diversity of families to engage all parents and carers more effectively in their child’s learning and development.

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Achievement of pupils

‘My child always looks forward to coming and has come on leaps and bounds’, is a comment supported by many parents and carers. This view is accurate and all groups of children achieve well over time. Most children enter nursery school with skills and knowledge below those expected for their age. Skills in personal, social and emotional development, and communication, language and literacy are well below expectations. Almost half of children are identified as having special educational needs. In addition, increasing numbers of children who speak English as an additional language join the school throughout the year. During their time in nursery school all groups of children make rapid progress in their personal, social and emotional development. By the time they leave, skills overall are in line with those expected for their age, although for most, communication, language and literacy skills remain below expectations. More-able children reach higher levels than expected for

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Achievement of pupils

Observations during the inspection indicate good progress. Children develop close and caring relationships with staff. They are secure and develop a sense of belonging. This supports good levels of independence and enables children to explore their environment confidently. Resources are easily accessible for children to use and encourage a curious and inquisitive approach to learning. For example, children accurately positioned magnifying glasses to investigate the detail of objects on the nature table and adapted wooden props to act out the story of ‘The Three Little Pigs’ or make up their own stories.

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Achievement of pupils

Children show developing enjoyment of books and listening to stories. They show interest in the illustrations and awareness that text carries meaning. Interest is sustained most effectively in small groups or in a one-to-one situation.

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Quality of teaching

The parents’ and carers’ view of teaching is accurate. Teaching is good overall and provides excellent intervention to support disabled children and those with special educational needs. Staff encourage a positive attitude and disposition to learn and value the contributions of all children. The curriculum stimulates and engages children in learning well because staff are creative and know how children learn best. Staff’s observation and questioning skills are generally good and encourage critical thinking. Staff use a wide range of teaching strategies, which effectively support learning during activities which children choose for themselves. For example, staff help to extend children’s play ideas and encourage children to try new experiences. They promote children’s imagination and sense of adventure. For example, children had a wonderful time role playing in the dens they made under tables and in large cardboard boxes outside. Through play activities, staff consistently promote

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Quality of teaching

problem-solving and communication skills and encourage early writing and reading skills where appropriate. The music session delivered by a specialist teacher appeals to the children particularly well and promotes a good sense of rhythm and coordination. Teaching effectively supports the cultivation of children’s spiritual, moral, social and cultural development.

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Quality of teaching

Although resources, including staffing, are generally used well, they are not always organised to best effect. When group sizes are small and teaching is focused, children make good and better progress. For example, children were fully engaged in a baking activity and learnt how to weigh and mix ingredients, how to fill bun cases and follow good hygiene routines to stay healthy. When children are taught in large groups and learning intentions are not closely matched to individual needs, teaching is less effective. In these activities, staff do not consistently observe and respond in ways that ensure children’s learning is supported most effectively. In particular, the behavioural and diverse linguistic needs are not fully supported.

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Behaviour and safety of pupils

The parents’ and carers’ view that children are safe while they are at nursery school is accurate. High priority is given to children’s safety. Robust policies and procedures are consistently followed by staff and underpin the effective day-to-day management of children’s well-being. Comments such as, ‘My child thoroughly enjoys their time at nursery’, and, ‘My child loves coming and has made lots of friends’, reflect the overwhelmingly positive responses from parents and carers about how much children enjoy their time here.

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Behaviour and safety of pupils

Many children arrive with limited levels of self-control or an awareness of the impact of their actions on others. Some children find it difficult to sustain attentive listening during activities. Staff give high priority to promoting positive behaviour. Effective behaviour management strategies are in place to deal with inappropriate behaviour, such as bullying should it occur. This effectively supports children to learn right from wrong and play in harmony with those from different backgrounds and cultures. Consequently, children learn to play alongside their peers and understand the need to cooperate. This leads to children understanding boundaries and supports their good achievement and generally good behaviour over time.

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Leadership and management

The tenacious drive of the headteacher to promote equality and racial harmony, reduce discrimination and provide a challenging learning environment ensures all groups of children achieve well. She is supported effectively by the dedicated staff team who continually reflect on their own practice and teaching skills. Leaders have a clear picture of the progress made by all groups of children. Effective tracking systems and detailed analysis of data are used to identify strengths and where focused attention is required. Regular formal and informal monitoring by senior staff of teaching is used to help plan continuous professional development. As a result, the quality of teaching and outcomes for children are continually improving.

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Leadership and management

Since the last inspection the nursery school has improved the quality of the environment. The outdoor area now offers an exceptionally good area where children’s physical skills and abilities are challenged to good effect. Indoor resources, including washroom facilities, have been renewed and provide better independent access for children. Self-evaluation accurately identifies strengths and areas for development and the detailed development plan is focused on key priorities. The governing body provides challenge and is increasingly developing its role. It offers support to the school through regular visits and evaluation of the work observed. This sustained improvement is evidence that the school has a good capacity to improve further.

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Leadership and management

Safeguarding meets statutory requirements and gives no cause for concern. It is given high priority and arrangements ensure a safe haven, particularly for those whose circumstances make them more vulnerable. Collaborative working with multi-agencies is exceptional and ensures that every child has an equal opportunity to succeed. The curriculum offers a wide range of purposeful adult-led and self-chosen activities. It follows children’s interests and ensures that children’s spiritual, moral, social and cultural development is well fostered.

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Leadership and management

The vast majority of parents and carers speak positively of the information they receive about how well their child is learning and developing. The nursery school is a friendly and welcoming environment and if they choose, parents and carers can take time at the start of the session to settle their child and speak with key persons. Although staff make efforts to involve all parents and carers in their child’s learning, they agree that this is an area which is not yet developed as well as they would like. This is because of the increasing linguistic and cultural diversity represented at the nursery school. The challenge is already being addressed in part through the development of a nursery school website which is currently at the planning stage.

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childcare provision

Leaders and managers are focused and work well together to help all children achieve as well as they can. Good progress is made by babies and children, including disabled children, those with special educational needs and those who speak English as an additional language. Robust steps are taken to ensure their safety and health. Safeguarding is given high priority and the conditions of registration are met. Strong links with parents and carers ensure key persons are kept informed about changing individual welfare needs and routines. Informal and regular verbal exchanges ensure parents and carers know what their child is learning and developing. More formal arrangements to discuss progress occur throughout the year.

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childcare provision

Children develop personal qualities that enable them to take responsibility for small tasks and develop skills for the future. They form warm and loving relationships with adults and behaviour is good. Overall, they show good levels of motivation and interest in the broad range of activities. They play well on their own and show increasing levels of independence and confidence as they make choices and initiate play ideas with friends and staff. For example, they control the sit-and-ride wheeled toys very well as they negotiate their way around the outdoor area. Babies enjoy fresh air every day, weather permitting, and staff provide a variety of stimulating activities. A good selection of resources and close staff supervision enable them to develop their physical skills as they crawl, climb and reach for toys. They are introduced to new experiences, such as finger painting and express joy as they see the marks and patterns appear. Staff effectively promote language and

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childcare provision

communication skills. They frequently sing nursery rhymes which babies and children begin to copy and learn. Books are always available and looked at independently as well as with staff who encourage thinking skills and extend vocabulary.

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childcare provision

Staff effectively ensure continuity of care for children who attend for extended hours. Lunch, tea and snacks are freshly prepared on site. Children thoroughly enjoy the delicious variety of healthy and nutritious food and staff ensure they have had sufficient. Children and babies are able to sleep or rest in a quiet and safe environment.

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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 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 child in their learning and development taking account of their attainment.

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Common terminology used by inspectors

Attainment: the standard of the children’s work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Behaviour how well children behave in lessons, with emphasis on their attitude to learning. Children’s 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 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.

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Common terminology used by inspectors

Progress: the rate at which children are learning in lessons and over longer periods of time. It is often measured by comparing the children’s 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. Children’s 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 Susan Isaacs Nursery School, Bolton BL1 2XN

 I really enjoyed my visit to your school recently. I did not meet some of you because you had chickenpox. I hope you feel much better and are enjoying nursery again. Thank you for talking to me and showing me all the super things you like to do and play with. I was very impressed with how much you can do by yourselves and how well you get on with each other most of the time. Your teachers care about you so much and make sure that you learn how to keep safe and healthy. Your cook makes delicious meals and snacks. Your teachers remind you ‘say please and thank you’ when you are served. I hope you remember to thank your cook too. Do you remember, you made and baked some buns during my visit? I am sure they looked and tasted gorgeous after you had decorated them!

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Inspection of Susan Isaacs Nursery School, Bolton BL1 2XN

Your teachers plan a lot of different things for you to do and some of you find things easier than others to manage. I have asked your teachers to help you to learn even more by having only a few children in a group when they are teaching you important things or reading stories. This will make sure that you all get involved and they can give every one of you all the support you need. You often have new children joining your nursery. Some of the adults in their families do not speak English or only know a few words. I have asked your teachers to think of ways of helping all those who look after you to get involved in what you are learning and need to know and do. This will make sure that they can also help you to be the very best you can be.

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Inspection of Susan Isaacs Nursery School, Bolton BL1 2XN

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

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Inspection of Susan Isaacs Nursery School, Bolton BL1 2XN

Karen Ling 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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