Portman Early Childhood Centre

Inspection of Portman Early Childhood Centre 12 Salisbury Street, London NW8 8DE

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding

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Overall effectiveness Outstanding

Leadership and management Outstanding Previous inspection grade Not previously inspected under section 5 of the Education Act 2005 18 and 19 June 2024

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What is it like to attend this school?

Parents and carers value the school very highly. As one parent commented, ‘It is our extended family.’ The needs of children and families are a priority here. Children are provided with the best possible start to their education. The school is highly ambitious for children, including those with special educational needs and/or disabilities (SEND). Skilled staff provide a wide range of activities tailored to the needs of each child.

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What is it like to attend this school?

Children, including those with SEND, are encouraged to persevere and ‘have a go’ if attempting something new. Children achieve well. The school has high expectations of behaviour that children strive to meet. This begins from the moment children join the provision for two-year-olds. Adults use vocabulary that helps children to understand, learn and follow the routines. Nurturing staff provide extra help for any children who need to manage their emotions.

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What is it like to attend this school?

Children enjoy coming to school. They benefit from caring and supportive working relationships with staff. Children learn the importance of sharing and cooperating with one another. Older children take responsibility to resolve any minor disagreements, including by using ‘time out’. Staff encourage children to be part of the community and visit local shops.

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better?

The school is determined that all children do well. It serves a diverse range of communities and backgrounds. Leaders have considered the needs of the many children with SEND when designing the curriculum. Leaders across the school and the governing body have sustained an excellent focus on its curriculum. This ensures that children receive an exceptional early years education.

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better?

The closely integrated provision of a high-quality school and childcare facilities has a transformative impact on families. This means that children and families can access a wide range of support, including library provision. At the heart of the curriculum, the school ensures that children develop their communication and language very well. Children learn to work collaboratively, listen and respond to adult instructions. In the specially resourced provision for pupils with special educational needs and/or disabilities, staff provide tailored and skilful support to meet children’s needs.

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better?

Leaders ensure that carefully chosen books and texts are central to children’s learning experiences. Those children who can learn new words learn many ambitious new words. Staff teach children about the joy of sharing books and stories as well as about the rich work of different authors. When appropriate, staff help some children to write simple words and to learn some of the sounds that letters make. The school has thought very carefully about the key knowledge that it wants children to learn. Well-trained staff make learning meaningful and engaging. Children love to hear and share familiar stories. 18 and 19 June 2024

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Many staff are multilingual. They use this knowledge to support children and families new to the English language to learn to read very effectively. Children develop a knowledge of number and counting. They love coming to school and achieve very well and are fully ready for the next stage of their education.

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Staff check carefully whether children know and remember the school’s curriculum. Children with SEND learn successfully across the whole curriculum. Adults adapt and simplify language and use highly effective communication strategies to support all children. Staff meet children’s different needs exceptionally well.

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The school ensures that children learn how to manage their feelings and behaviour. Children’s emotional development is a priority for staff. They are patient and supportive of children. Staff enable children to become increasingly confident and settle quickly. Children are respectful of other people. The curriculum ensures that children learn and celebrate special occasions and cultural events, including regular camping expeditions. Children sample foods and traditions from a range of community backgrounds. This strengthens their sense of community involvement. The school encourages children to attend regularly.

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Staff build close relationships with children and families as family workers. Leaders ensure that staff have sufficient time to teach and support children. Staff well-being is carefully supported. This approach helps staff to manage their workload and feel happy at work.

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Governors have clear plans to ensure that the school continues to thrive. They have supported leaders, with the help of the local authority, to make significant improvements to the education experience of children here.

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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 SEND; pupils who meet the definition of children in need of help and protection ; pupils receiving 18 and 19 June 2024

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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). 18 and 19 June 2024

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 21 March 2023, under section 8 of the Education Act 2005

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Information about this school

 The school operates a resourced provision for up to 17 children with SEND. The provision caters mainly for children with autism as well as additional needs related to speech, language and communication.  The school includes places for two-year-old children.  The school does not make use of alternative provision.  The governing body operates a breakfast club and after-school 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.

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Information about this inspection

 Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school. 18 and 19 June 2024

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 Inspectors spoke with the headteacher, other leaders and with a representative of the local authority to discuss the work of the school.  The inspectors completed deep dives in these areas of learning: communication and language, personal, social and emotional development, and understanding the world. For each deep dive, inspectors held discussions about the curriculum, visited a sample of learning activities, spoke with staff, and spoke with some children about their learning.  Inspectors discussed with the school its provision for children’s personal development, behaviour and SEND.  The inspectors spoke with staff about their experience of working at the school and considered the responses to Ofsted’s online survey.  The inspectors reviewed the responses to Ofsted Parent View. An inspector spoke with some parents as they arrived at the school.  The lead inspector met with members of the governing body, including the chair

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of governors.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record, took account of the views of leaders, staff, and children, and considered the extent to which the school has created an open and positive culture around safeguarding that puts children’s interests first.

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Inspection team

Phil Garnham, lead inspector His Majesty’s Inspector

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Inspection team

Gary Rawlings His Majesty’s Inspector 18 and 19 June 2024

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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 looked after children, safeguarding and child protection.

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