Tunstall Nursery School

Inspection of an outstanding school: Tunstall Nursery School Tunstall Road, Croydon, Surrey CR0 6TY

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Outcome

Tunstall Nursery School continues to be an outstanding school.

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What is it like to attend this school?

Children get off to a great start here. They receive a warm welcome from staff when they arrive each day. Children happily separate from parents and carers before going off to explore their surroundings. Staff look after children extremely well. This ensures that children are safe and secure.

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What is it like to attend this school?

Leaders have high expectations for all children. This includes children with special educational needs and/or disabilities (SEND). These children are included in all aspects of school life. Leaders and staff understand their needs and encourage children to do their best.

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What is it like to attend this school?

Staff check children’s knowledge and understanding carefully. They are skilled in planning learning which enables children to achieve exceptionally well. Indoors and outdoors, activities promote children’s fascination with the world around them.

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What is it like to attend this school?

The provision for two-year-old children is safe and nurturing. Adults help these children to grow in confidence and independence. Adults sensitively encourage those who are ready to join activities with the older children.

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What is it like to attend this school?

Children behave very well here. Adults are excellent role models in the kind and thoughtful way they speak to children. They also teach children how to share, take turns and develop friendships. As a result, children mix well and get along with each other. Poor behaviour, including bullying, is not accepted. Staff deal with any concerns quickly.

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What does the school do well and what does it need to do better?

At Tunstall, leaders and staff expect that ‘every child will reach their own full potential’. This aim is evident in all aspects of the school’s work. Children are eager to learn and highly motivated. Their positive attitudes help them to achieve highly. Low-level disruption does not hinder learning here. 19 November 2019

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Reading is given high priority. Leaders and staff have decided which books they want children to know inside out. Staff read these books to children regularly. Many staff are highly skilled in bringing stories to life as they read aloud. For example, we saw children take great delight in the story of ‘The Three Little Pigs’. Children listen intently and become completely engrossed in what they hear. Staff check children’s understanding of the story as they read. They encourage children to ask their own questions about characters and events. Adults model and repeat new language carefully. This helps children understand the meaning of the words and become confident using them themselves.

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Staff share a comprehensive understanding of children’s individual needs. They make sure children revisit important knowledge regularly and practise what they can do in different contexts. This ensures that children grasp important content securely and grow in confidence. Children with SEND benefit from the support they need to learn as well as their classmates. Staff have the same high expectations of them as they do for all children.

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Children’s early mathematical knowledge is developed extremely well. For instance, as children build dens, staff talk to them about the different shapes they are making. At snack times, staff set children mathematical problems to solve. For example, they ask children to count how many pieces of fruit are needed or work out how many children will fit at the lunch table.

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Staff plan purposeful activities to support children’s fine and gross motor skills. For instance, staff support children to use utensils correctly when they are cooking or making ‘potions’ in the mud kitchen. Vibrant craft areas encourage children to paint, use scissors and join materials. Adults think carefully about the best order to introduce different activities and resources. This helps children build their strength, coordination and balance step by step. Children learn about how to look after themselves. They enjoy eating healthy snacks together. Staff encourage children to understand risks and play safely, for example when they are climbing in the nursery garden.

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Children learn about the different faiths and cultures of their friends. They enjoy joining in with shared celebrations, songs and books. Leaders ensure that children experience a range of visitors and local trips. This further enhances children’s understanding of the wider world.

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Staff feel valued and appreciate how leaders look after their well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Children’s safety is the top priority for all. Staff are clear that this is a shared responsibility. They know that they have a duty to act quickly on any concerns they have.

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Safeguarding

Leaders work well with other professionals to help keep children safe. They maintain comprehensive records and follow up on all concerns. Governors are vigilant in fulfilling 19 November 2019

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their statutory duties. This includes ensuring that no one is allowed to work or volunteer in the nursery until all of the relevant checks have taken place.

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Background

When we have judged a maintained nursery school to be outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding. This is called a section 8 inspection of a good school or non-exempt outstanding school. We do not give graded judgements on a section 8 inspection. However, if we find some evidence that the school could now be better than good or that standards may be declining, then the next inspection will be a section 5 inspection. Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will convert the section 8 inspection to a section 5 inspection immediately.

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Background

This is the first section 8 inspection since we judged Tunstall Nursery School to be outstanding on 24–25 February 2016.

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How can I feed back my views?

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.

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How can I feed back my views?

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

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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. 19 November 2019

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School details

Inspection number 10110467 Type of school Nursery

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School details

Chair of governing body Fatmatta Adams-Priest

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School details

Headteacher Jane Charman (Executive headteacher)

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School details

Date of previous inspection 24–25 February 2016

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Information about this school

 Tunstall Nursery School is larger than the average-sized nursery.  Children are taught in two classes. They attend on either a full- or part-time basis. The nursery has a provision for two-year-olds.  The school caters for a number of children with SEND. Most of these children’s needs relate to speech and language difficulties.  Some of the children are supported through the early years pupil premium funding.

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Information about this inspection

 We held meetings with the executive headteacher, deputy headteacher and nursery teacher. We met with governors including the chair. We also held a telephone conversation with a representative from the local authority.  We looked closely at the provision for reading, mathematics, physical development, and personal, social and emotional development. This involved discussions with leaders, visits to lessons, looking at examples of children’s work, discussions with teachers and discussions with children.  We spoke to children, parents and staff about the school’s work to keep children safe. 19 November 2019

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We also considered records and documentation related to safeguarding, including the single central record of pre-employment checks.  We met with pupils, parents and staff to gather their views of their school. We also took account of written responses from parents to Ofsted’s online questionnaire, and responses from staff to the staff questionnaire.

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Inspection team

Lou Anderson, lead inspector Ofsted Inspector

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Inspection team

Paula Farrow Ofsted Inspector 19 November 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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