Caverstede Nursery School

Inspection of Caverstede Nursery School Caverstede Road, Walton, Peterborough, Cambridgeshire PE4 6EX

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Inspection dates: 23 and 24 January 2024

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Previous inspection grade Outstanding 23 and 24 January 2024

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What is it like to attend this school?

Children are happy at Caverstede Nursery school. They love to learn and respond enthusiastically to the learning experiences on offer. It is a nurturing place where children develop their curiosity through well-chosen activities. They learn what they need to make successful steps into school.

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What is it like to attend this school?

Children enjoy playing and learning in the well-equipped classrooms and outdoor area. They are supported well by adults to explore the world around them. For example, snack time allows children to try new foods and engage in positive social interactions with adults and peers. Children enjoy the captivating activities that staff plan, such as making home-made apple juice with the apple press. This helps children to take risks in their learning and try new things.

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What is it like to attend this school?

Children participate confidently in learning activities, such as making bird feeders in the woodland area. They show high levels of independence by selecting their own activities and resources. Children ask questions and are proud to do things for themselves, such as putting on their own waterproof suits and wellies.

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What is it like to attend this school?

Children feel safe at school and have strong relationships with staff. Children learn how to be kind and caring towards each other. They know the clear routines that foster high expectations of behaviour.

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better?

The school has designed a curriculum that is bespoke to the children it serves. The curriculum is ambitious and ensures that children develop across all areas of learning. Children build on important learning experiences that help them to be ‘school-ready’ very effectively. The curriculum sets out the expected, age-related milestones for each area of learning. Staff check precisely what children know and can do. Staff make deliberate, well-considered choices with routines, learning activities and language to address any gaps in children’s learning and help them achieve very well.

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better?

The love of books is at the heart of the curriculum. The school’s chosen ‘core books’ help staff to focus precisely on what they want children to know and do in each area of learning. Children engage in songs, rhymes, books and familiar stories with excitement. They are keen to talk about the books they like and what they have remembered from the stories. Staff are very well trained in communication and interaction. They know when to intervene in children’s play to enhance their learning and when to observe. They adapt their talk with the children to move learning on quickly. Staff support the early stages of language development particularly well.

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better?

Staff know the children incredibly well. Staff foster deep and meaningful relationships with children and their families as a result. Children with special educational needs and disabilities (SEND) have their needs well catered for. Staff use a range of strategies, resources and routines that enable children with SEND to learn 23 and 24 January 2024

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successfully. Staff identify children’s needs promptly. Parents value the supportive relationships with the school that help their children to thrive.

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All children behave exceptionally well. They enjoy playing together. The school has established high expectations. Staff consistently teach routines and model expectations of excellent behaviour, for example learning how to take turns on the swings or the trampoline. Children are encouraged to attempt new tasks and persevere when it gets tricky. Staff teach children how to be kind and caring. As a result, the school has a calm learning environment.

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Staff ensure that children learn about the world around them, including diversity. They provide opportunities for children to explore their environment, such as a woodland area and a splash pool in the summer. Visitors come to the school to provide children with meaningful real-life experiences. For example, children learn how to care for Bertie, the school dog. These opportunities help children to understand why it is important to be responsible and respectful for others and themselves.

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Staff and governors are proud of their school. Leaders ensure that there are continuous improvements to the teaching of the curriculum. Staff value the continuous training that helps them to develop their expertise over time. Governors are highly committed to ensuring that children receive a strong start to their education.

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Safeguarding

The arrangements for safeguarding are effective.

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How can I feed back my views?

or to 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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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘ disadvantaged pupils ’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any 23 and 24 January 2024

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point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 23 and 24 January 2024

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School details

Appropriate authority The governing body

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School details

Website www.caverstede.peterborough.sch.uk

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School details

Date of previous inspection 8 June 2022, under section 8 of the Education Act 2005

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Information about this school

 The school does not make use of any alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The lead inspector met with governors including the chair and the vice-chair of the governing body.  During the inspection, the inspectors carried out deep dives into these subjects: communication and language, physical development and understanding the world. 23 and 24 January 2024

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 Inspectors met with leaders and staff to discuss their plans for children’s learning and development. They observed learning both in classrooms and outdoors. They spoke with children and with staff and looked at examples of children’s learning.  The inspectors held meetings with the headteacher, curriculum leaders and the inclusion manager.  To evaluate the effectiveness of safeguarding, inspectors reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspectors considered responses to Ofsted Parent View, including free-text responses. They also considered the online staff survey.  An inspector talked to parents at the school gate before the start of school.

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Inspection team

Nerrissa Bear, lead inspector His Majesty’s Inspector

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Inspection team

Daniel Short His Majesty’s Inspector 23 and 24 January 2024

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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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