Weston Way Nursery School

Inspection of Weston Way Nursery School Weston Way, Weston Way Nursery School, Baldock Hertfordshire SG7 6HD

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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 12 and 13 March 2024

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What is it like to attend this school?

Weston Way Nursery provides a welcoming and nurturing environment for all children. The classrooms are well-designed and very appealing. Children happily take part in the well-planned activities. They know the routines well. Children navigate the whole environment with high levels of independence, considering their age.

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What is it like to attend this school?

Children learn to communicate very well. This is important. It means that children can express themselves and tell the staff their wants and needs. This helps ensure that children are safe, and well supported. They develop their skills and knowledge in an inclusive environment.

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What is it like to attend this school?

Children get along with each other exceptionally well. Staff have created well- considered areas inside and outside. These areas foster creativity, spark interest, and allow for imaginative play. Children are encouraged to problem-solve, which builds their resilience and confidence. Through the ‘play and grow’ sessions, children develop their understanding of the world around them.

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What is it like to attend this school?

Many children love to be in the nature area. They can build dens, find and use natural materials to play with and run in the trees and grass. This supports their physical health and mental well-being. Children understand that keeping healthy is very important. Extra well-being sessions help children learn that moving their bodies can make them happier.

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better?

The school has a well-designed curriculum that meets the diverse needs of all children. Children’s knowledge develops quickly and deeply due to the precise connections made between their different learning experiences.

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better?

The school’s focus on developing children’s communication and language is a strength. This helps children to communicate their likes and dislikes. This means staff get to know the children very well. Staff understand how best to provide appropriate support and care.

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better?

The school provides highly effective support to children so that they can communicate well. Staff identify the key words that children should know and use them regularly. This helps children widen their vocabulary. Staff have high expectations and use complex words, such as incubation, that are relevant to children’s current learning. Children also learn to use visuals and signals. This means that all children can communicate very well, which is essential when learning to build relationships and get along with others.

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better?

Children love to read, sing songs, and learn rhymes and poems. This helps them develop their wider vocabulary and learn numbers because many of the songs they 12 and 13 March 2024

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sing involve counting. Children have a love of reading. Children have ample opportunities to read. They often share books and role-play stories. Children learn the basics of phonics, by identifying the beginning sounds in words. Staff encourage children to develop their mark-making skills and complete tasks that help them develop fine motor skills. This helps the children to be very well prepared for reading and writing in Reception.

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Children with special educational needs and/or disabilities (SEND) are well- supported by skilled staff. The school has close links with parents and, together, they gather valuable information about each child. Children with SEND make strong progress with their learning.

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Children know and follow the school expectations. Children know that ‘we are kind,’ and ‘we put things back where they belong,’ are expectations to follow. Children learn to be very independent in the environment.

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The school offers a wide personal development programme. Children benefit from the visitors who come to the school and participate in various trips. For example, the farm comes to visit the children and the children visit the local library, further developing their knowledge of the world. They can also join the relevant and interesting after-school clubs.

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Children of this age can sometimes find it hard to manage their emotions. With effective support from adults, children learn ways to do so confidently. Staff ensure the children can recognise their feelings and understand that it is normal to feel them. Children also learn ways to help them feel better.

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Staff value the high-quality and effective training they receive. School leaders and the governors work collaboratively to provide clear and comprehensive direction for the school. Governors ensure that the school meets all statutory duties.

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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. 12 and 13 March 2024

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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 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). 12 and 13 March 2024

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 21 September 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 providers.

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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.  Inspectors examined a range of documents provided by the school, including development plans and the school’s self-evaluation form.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and 12 and 13 March 2024

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considered the extent to which the school has created an open and positive culture around safeguarding, including attendance, that puts pupils’ interests first.  Inspectors carried out deep dives in these subjects: communication and language, mathematics, understanding the world and personal, social and emotional development.  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.  Inspectors held meetings with the headteacher, curriculum leaders and the special educational needs and disabilities coordinator.  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 at the end of a morning session.

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Inspection team

Jessie Linsley, lead inspector His Majesty’s Inspector

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Inspection team

Fiona Webb Ofsted Inspector 12 and 13 March 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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