Rosemary Nursery School and Children's Centre

Inspection of Rosemary Nursery School and Children’s Centre Haviland House, St Judes, Great Ann Street, Bristol BS2 0DT

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good

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Overall effectiveness Good

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005 8 and 9 May 2024

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What is it like to attend this school?

Rosemary Nursery School and Children’s Centre is welcoming and friendly. Children benefit from the high-quality care that staff provide. They form strong attachments with the adults who care for them. This helps them to feel safe and secure.

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What is it like to attend this school?

Staff have high expectations for all children. The school’s vision that all children become independent, resilient and confident underpins learning. Children develop a curiosity about the world around them. They enjoy opportunities to explore freely, indoors and outside. They become deeply involved in imaginative play and develop sustained concentration.

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What is it like to attend this school?

The environment is calm and nurturing. Children develop respectful relationships with one another and with staff. They work and play cooperatively. They understand the expected routines and enjoy joining in with these. Children learn to manage their emotions and develop a positive sense of self. Parents and carers praise the ‘family feel’ that staff create. They are overwhelmingly positive about the care and support their children receive.

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What is it like to attend this school?

Children benefit from visits made by members of the community, such as the police and farmers. Opportunities such as these increase their knowledge of the world around them.

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better?

The curriculum has been planned in conjunction with parents. It covers the seven areas of learning that are important for children’s development. It is relevant and ambitious. In most areas of learning, the school considers carefully what pupils need to understand and checks whether they do. For example, in mathematics, children practise counting regularly. This helps them to develop a secure understanding of number.

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better?

In some areas of learning, the school has not identified precisely enough what children should know and remember. In addition, the use of assessment is not as well developed in some areas as it is in others. Therefore, staff do not always identify where children have gaps in their knowledge so they can adapt the curriculum accordingly.

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better?

The development of children’s skills in communication and language is prioritised within the curriculum. Staff hold high-quality conversations with children throughout the day. They are skilled in building children’s communication through back-and- forth interactions and weave new vocabulary into conversations. This supports children to express themselves clearly. Most children speak English as an additional language. The school is meticulous in supporting these children so that they achieve well and meet the high expectations set. The school celebrates the array of languages in its community. 8 and 9 May 2024

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Children demonstrate an understanding of stories by retelling them through role play, using their own words and recently introduced vocabulary. Older children learn to recognise syllables in their names and some initial phonics sounds. This prepares them well for reading.

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The school is highly inclusive and places a priority on identifying and meeting the needs of children with special educational needs and/or disabilities (SEND). Staff make suitable adaptions which help children to follow the curriculum successfully. They work in close partnership with the parents of children with SEND and with external agencies.

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Pupils’ personal development is integral to the curriculum. The school’s use of ‘core experiences’ provides children with new and varied opportunities to develop interests and skills. For example, children learn to make bread and grow their own vegetables. The outdoor area enables children to take risks safely and develop their strength and coordination.

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Children have an age-appropriate understanding of the importance of a healthy lifestyle. They know to treat others fairly. Children learn about celebrations and festivals. They are interested to learn about other cultures and faiths.

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Children attend school regularly. Staff know the individual needs of children and their families. They work together to support children to develop positive attendance habits.

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Governors are well informed and have a strong sense of purpose. They are determined that the school continues to go from strength to strength. The school prioritises the professional development of staff. Staff value this and appreciate the consideration shown for their workload and well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a few areas of learning, the school has not outlined the key knowledge that children need to know and remember at each stage of development. This means that children do not always build confidently on what they have learned before. The school should identify the key curriculum content which will support children to build their knowledge over time.  In some areas of learning, the use of assessment is not well developed. Therefore, staff do not identify where children have gaps in their knowledge with accuracy. The school should ensure that the use of assessment highlights gaps in children’s understanding so that these can be remedied. 8 and 9 May 2024

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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 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). 8 and 9 May 2024

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School details

Appropriate authority The governing body

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School details

Website www.centralbristolnurseryschool.com

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School details

Date of previous inspection 8 March 2023, under section 8 of the Education Act 2005

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Information about this school

 Rosemary Nursery School and Children’s Centre federated with St Werburgh’s Park Nursery School and The Limes Nursery School in June 2023. It forms part of the Central Bristol Nursery Schools Federation.  The school includes provision for two-year-olds.  The school does not use 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 inspectors carried out deep dives in communication and language, mathematics and personal, social and emotional development. For each deep 8 and 9 May 2024

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dive, the inspectors discussed the curriculum with teachers, visited a sample of lessons and spoke to some children about their learning. They also considered other areas of learning.  The inspectors held discussions with the headteacher, other senior leaders, the special educational needs and disabilities coordinator, subject leaders, members of the governing body and a representative from the local authority.  To evaluate the effectiveness of safeguarding, the inspectors reviewed the single central record; took account of the views of leaders and staff; and considered the extent to which the school has created an open and positive culture around safeguarding that puts children’s interests first.  The inspectors observed children’s behaviour in the classrooms and outside.  The inspectors gathered parents’ views by considering the responses to Ofsted’s online survey, Ofsted Parent View, and by talking to parents before school. The

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inspectors also evaluated responses to Ofsted’s staff survey.

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Inspection team

Liz Geller, lead inspector His Majesty’s Inspector

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Inspection team

Ross Newman Ofsted Inspector 8 and 9 May 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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