Triangle Nursery School

Inspection of Triangle Nursery School 25 William Bonney Estate, Clapham Crescent, London SW4 7JQ

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding 16–17 October 2019

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What is it like to attend this school?

This school is a special place for children to learn, play and grow. Children skip happily into school each day because they have come to expect that learning will be fun. They thrive under the care and guidance provided by the highly skilled and dedicated staff. One of the youngest children said, ‘I like and I love my nursery, and I’m happy at my nursery too!’

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What is it like to attend this school?

Parents and carers told us that they felt a great sense of relief and gratitude when their children started nursery. They could tell straight away that staff wanted the very best for their children and would keep them safe. Staff spend lots of time getting to know each child very well indeed.

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What is it like to attend this school?

Leaders and staff expect all children to be successful in their learning. Practitioners find out what children know and can do when they start nursery. They then plan steps in learning for each child which helps them to quickly build up their knowledge, skills and confidence.

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What is it like to attend this school?

Children behave extremely well. Adults are wonderful role models for children. They show children how to be kind and to respect others. They help children to take turns and share. Any rare, minor disputes are sorted out calmly and quickly, and always with kindness. The nursery is a happy, harmonious and a high-achieving community.

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better?

Leaders, governors and staff have ambitious plans for the children in their care. Staff are proud to work at the school. This really shows when they talk about their roles and the impact they have on children’s lives. They make sure that all children, including those with special educational needs and/or disabilities (SEND), achieve exceptionally well. Children are very well prepared to move on to primary school.

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better?

The learning spaces inside and outside are exciting and interesting. They motivate and inspire children to explore, play and learn.

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better?

Leaders and staff make sure that developing children’s early literacy skills is a key focus. Children enjoy books, stories and rhymes. Practitioners think very carefully about the themes within the stories they choose to share. For example, children told us that Percy, the owl baby, ‘missed his mummy’, just like many of them did when they started nursery.

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better?

Phonics sessions support children to develop their reading skills well. Practitioners make sure that they keep a close check on children’s skills so that they can carefully plan what they need to teach next. Parents told us that staff have helped them to support their children with reading at home.

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better?

Children come from a wide range of ethnic backgrounds. Many speak English as an additional language. Staff help children to develop their listening and speaking skills 16–17 October 2019

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extremely well. They model spoken English accurately. They also support and challenge children to use sentences and new words when they are speaking. For example, children were guided to talk confidently about different fruits that they were tasting.

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Children listen attentively to adults and respond confidently to questions. They talk together when they are playing and learning. We saw a group of children talking about their rail tracks and helping each other to improve them. Children are confident in role play. We came across a few ‘big bad wolves’ and ‘mummy pigs’ during the inspection! Children showed great confidence when talking to us about their school, their families and their learning.

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Staff are incredibly successful in developing children’s personal and social skills. This is because they have created a setting where children feel treasured, valued and listened to. Leaders and staff work as a team and treat each other with respect and kindness. Children learn from them to be respectful and kind too. Lunchtime is a very special, sociable time of the day. Children wait patiently and take turns to choose their food. They use excellent table manners and chat happily with each other and with adults who eat alongside them.

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Children with SEND are very well cared for and supported. They enjoy the full range of experiences that the nursery has to offer. Children of different ethnicity, ages and gender play and learn happily together.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders, governors and staff keep children’s well-being and safety at the heart of everything they do. Parents express absolute confidence in the school’s ability to keep children safe. Staff constantly check on children’s safety. For example, a practitioner quickly went to help a child unravel a skipping rope from around her legs. Staff supported children climbing steps to score a basketball goal.

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Safeguarding

Leaders know the children’s families exceptionally well. They seek support for families if they need help from external agencies.

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Safeguarding

Leaders and staff take swift, effective action if they think a child may be at risk of harm.

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How can I feed back my views?

or to find out what other parents and carers think. We use Ofsted Parent View information when deciding which schools to inspect, when to inspect them and as part of their inspection. 16–17 October 2019

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The Department for Education has further guidance on how to complain about a school.

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If you’re not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 16–17 October 2019

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School details

Inspection number 10110379 Type of school Nursery

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School details

Chair of governing body Bruce McInnes (Federation) Daniel Brown (Triangle)

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School details

Headteacher Rachel Hedley (executive headteacher) Luke Page (head of school)

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Information about this school

 The head of school took up post in September 2017. The executive headteacher works across the five nursery schools in the federation, which are: Holmewood, Maytree, Effra, Ethelred and Triangle.  The school shares governance across the federation but has a local governing body committee for each school.  The school provides full-time and part-time nursery places for children aged 2 to 4.  Children who attend part time attend either the morning or afternoon sessions and one full day.  The school accommodates flexible hours for some children.  Almost half the children speak English as an additional language.  Children come from a wide range of ethnic backgrounds. 16–17 October 2019

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Information about this inspection

We carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

 The inspection considered children’s learning and development in all areas of the early years foundation stage. We focused especially on communication and language, reading, expressive arts and design, as well as personal, social and emotional development.  We met with leaders and staff to discuss their plans for children’s learning and development. We observed learning in the inside and outside learning spaces. We spoke with children and with staff. We looked at examples of children’s learning.  We held discussions with senior leaders and members of the governing body. We also spoke to a member of the local authority on the telephone.  We reviewed arrangements for keeping children safe. This included checking that leaders make sure that all staff undergo all necessary pre-employment checks.  We met with a group of parents and talked informally with parents at different times during the inspection.

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Inspection team

Ruth Dollner, lead inspector Her Majesty’s Inspector

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Inspection team

Kanwaljit Singh Ofsted Inspector 16–17 October 2019

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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