Moorgate Nursery School

Inspection of an outstanding school: Moorgate Nursery School Moorgate, Ormskirk, Lancashire L39 4RY

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Outcome

There has been no change to this school’s overall judgement of outstanding as a result of this initial (section 8) inspection. However, the evidence gathered suggests that the inspection grade might not be as high if a full inspection were carried out now. The next inspection will therefore be a full (section 5) inspection.

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What is it like to attend this school?

Children’s smiling faces as they arrive at the school show how much they enjoy attending Moorgate Nursery School. Leaders want children to achieve well, and most do. Staff plan activities that are interesting, enjoyable and help children to build their knowledge. However, in some areas of learning, some children do not achieve as well as they could.

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What is it like to attend this school?

New children settle quickly into school life and very soon become familiar with the routines. They feel safe and quickly learn the importance of being kind to one another, sharing and taking turns. Adults are positive role models and have high expectations for children’s behaviour. Children live up to these expectations. They are polite to adults and their friends. Children know that adults are there to help them if they are sad or have any worries or concerns. If any child is unkind to another one, adults step in and sort issues out in a calm and sensitive manner.

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What is it like to attend this school?

Children take part in a wide and varied range of activities which broaden their experiences beyond the academic curriculum.

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What is it like to attend this school?

Parents and carers are delighted with the quality of education that their children receive.

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

The headteacher, governors and staff want to give children the best possible start to their education. They have designed a curriculum that is ambitious and meets the needs of children who attend the school, including those with special educational needs and/or disabilities (SEND). 16 November 2021

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Some staff know what to teach children and the order in which it should be taught. These staff also understand the essential knowledge that children need to know before they are moved on to more complex learning.

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Leaders have devised a new assessment system to help staff identify the next steps in children’s learning. However, not all staff are confident in using this new form of assessment. As a result, some staff do not identify accurately the next steps in children’s learning in some areas of the curriculum. This may hinder children’s achievement.

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Children access a learning environment which is well resourced. Play materials are of good quality and are readily available to the children. This allows children to make independent choices about their learning and play. There is a good balance of adult- directed activities and child-initiated play.

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Children enjoy reading. The teaching of phonics starts as soon as children start at the school. Staff adopt a consistent approach to the teaching of phonics for most children. Extra support is given to children who are falling behind with their reading. Children enjoy listening to stories on their own with their key person, or as part of a group. They handle books with care and some children are beginning to understand that print carries meaning.

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Staff use books well to develop other areas of learning. For example, while listening to a story called ‘Ten Little Racing Cars’, children developed their mathematical knowledge of colour, subtraction and ordering numbers. During storytelling sessions, staff introduce new, exciting words and phrases, such as ‘swerve and sway’, to help develop children’s vocabulary. Children behave well in class. They are keen to learn and are becoming resilient and independent learners.

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Children with SEND learn alongside their friends. Suitable adaptations are made, such as the use of resources and additional staff support, to ensure that children with SEND can access the curriculum and achieve their best. Staff work closely with other agencies to make sure these children receive the support that they need.

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Children are beginning to learn about the world around them. Professional people, such as dentists, architects and police officers, visit the nursery to talk to the children about their roles in society. Children have also established links with the local community and regularly visit a local well-being centre. They enjoyed a virtual visit from the mayor and mayoress of Ormskirk to help them to celebrate the 75 th anniversary of the school. A local musician visited the nursery to develop children’s historical knowledge of Ormskirk through songs and photos. Children also raise money for charitable causes to help families facing challenging circumstances.

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Children learn about faiths and cultures that mainly reflect the children who attend the school. However, opportunities for children to develop an appreciation of our diverse society are less well developed.

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Governors are proud of the school. They keep a check on the school’s curriculum and provide the right balance of challenge and support for leaders. 16 November 2021

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Staff feel well supported by the headteacher regarding their workload and well-being.

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In discussion with the headteacher, the inspectors agreed that mathematics, and personal, social and emotional development may usefully serve as a focus for the next inspection.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and governors ensure that regular safeguarding training is provided for all staff. As a result, staff are knowledgeable about the signs and symptoms of abuse. They are aware of the procedures that must be followed if they identify that a child may be at risk from harm.

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Safeguarding

Staff work closely with other agencies to ensure that vulnerable families get the help that they need.

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Safeguarding

Children are becoming aware of how to keep themselves safe. They are made aware of road safety, encouraged to respect their own bodies, and reminded of the importance of not talking to strangers.

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(Information for the school and appropriate authority)

 Some staff do not have a secure understanding of the school’s new assessment system. This means that some children do not achieve as well as they should in some areas of learning. Leaders need to ensure that these staff become confident in using the school’s assessment system. This will help them identify with greater precision the next steps in children’s learning, to enable children to know more and remember more.  Children do not have enough opportunities to learn about the many different faiths and cultures within our society. As a result, they do not fully appreciate the diversity of the country in which they live. Leaders need to broaden the curriculum to ensure that it gives children a deeper understanding of the world around them.

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Background

When we have judged a 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 or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, 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 16 November 2021

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concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection as a section 5 inspection immediately.

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This is the second section 8 inspection since we judged the school to be outstanding in February 2013.

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View 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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How can I feed back my views?

If you are the school and you are 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 November 2021

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School details

Inspection number 10199898 Type of school Nursery

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 30 June 2016, under section 8 of the Education Act 2005

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Information about this school

 A new acting headteacher has been appointed since the previous inspection.  The school does not use alternative provision.

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Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with school leaders and have taken that into account in their evaluation.  Inspectors met with the headteacher and members of staff.  The lead inspector met with three members of the governing body and with a representative from the local authority.  Inspectors scrutinised a wide range of documentation, including that relating to safeguarding and governors’ minutes. Inspectors also spoke to staff about safeguarding.  Inspectors observed children’s behaviour in class and in the outdoor play areas. They also spoke with staff about their well-being and workload. 16 November 2021

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 The lead inspector talked with parents as they dropped their children off at school. They also considered the responses to the Ofsted online questionnaire, Parent View, and the staff questionnaire.  Inspectors conducted deep dives into early reading, mathematics and personal, social and emotional development. Inspectors spoke with subject leaders and staff. They visited lessons and looked at examples of children’s work. The lead inspector observed children reading with a familiar adult. Inspectors also considered the planning of the curriculum in other areas of learning.

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Inspection team

Sheila Iwaskow, lead inspector Her Majesty’s Inspector

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Inspection team

Lesley Curtis Ofsted Inspector 16 November 2021

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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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