Reedley Hallows Nursery School

Inspection of Reedley Hallows Nursery School Burnley Campus, Barden Lane, Burnley, Lancashire BB10 1JD

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Previous inspection grade Outstanding 10 and 11 July 2024

p.1

What is it like to attend this school?

Children are happy at this friendly nursery school. They arrive each morning with broad smiles, and they delight in the time spent with kind and nurturing staff. Children confidently welcome visitors and invite them to join in with their activities. They proudly showed inspectors their favourite books and resources.

p.2

What is it like to attend this school?

The school has high expectations for children, including for those with special educational needs and/or disabilities (SEND). Most children achieve well. Typically, they move on to primary school ready for the next stage of their learning.

p.2

What is it like to attend this school?

Children learn to behave sensibly and to follow the school’s rules. Staff encourage them to be considerate and polite. They skilfully support two-year-old children to take turns and to share toys. Children learn the words to use to express their emotions and to talk about how they feel. The school is a harmonious place to learn.

p.2

What is it like to attend this school?

Children access a variety of educational experiences that enhance their wider development. They take part in outdoor activities, such as parachute games and growing strawberries in the school’s grounds. Children learn to care for living things, for example caterpillars and butterflies. These rich opportunities help children to learn more about the natural world and to develop new interests.

p.2

better?

The school has devised a broad and engaging curriculum that flows seamlessly from the beginning of the provision for two-year-old children. There are many opportunities that children benefit from to explore, investigate and discover across areas of learning. Staff carefully select resources and activities that interest and excite children. This helps to ensure that children, including those with SEND, gain a successful start to their education.

p.2

better?

In most areas of the curriculum, children learn well. In the main, staff design and deliver activities that build on what children already know. Typically, staff address any gaps in children’s knowledge well. Nevertheless, during some activities, some staff are not clear about the important knowledge that children should learn. This means that some staff do not place enough emphasis on the knowledge that children need for future learning. At times, this hinders children in making connections with their prior learning and prevents them from learning as deeply as they could.

p.2

better?

Staff accurately identify and support the additional needs of children with SEND, including those who are in the early stages of language development. This helps children with SEND to successfully access learning alongside their classmates.

p.2

better?

The school places a high priority on children’s communication and language development. Staff use a variety of approaches to support children’s understanding of daily routines, including by using sign language, pictures and real-life objects. 10 and 11 July 2024

p.2

3

Adults read well-chosen books at story times. However, a small number of staff are still developing their own expertise in reading stories to children. This slows some children in developing a love of books and a broad understanding of stories.

p.3

3

The school has established clear routines and high expectations for children’s behaviour. This helps to create calm classrooms. Two-year-old children learn the importance of looking after resources. For instance, they enthusiastically help to tidy toys away. Children relish the praise and rewards that they receive for behaving well and for trying their best.

p.3

3

The school takes steps to involve the children in their local community and to share a wide range of cultures. For example, through stories and events for Eid and Christmas, children learn about diversity among people and families. Children develop an early understanding of fundamental British values, such as democracy, through voting for songs and stories. These experiences contribute well to children’s broader development and their understanding of the wider world.

p.3

3

The governing body uses its expertise to provide the school with effective support and challenge. The school engages well with staff and supports their workload and well-being effectively, for example by reducing the amount of paperwork that staff collect when they make assessments of children’s development. This allows staff to focus on supporting children in their learning.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 In a small number of activities, staff are not clear about the important knowledge that children should learn. This limits children in knowing and remembering more. The school should provide staff with appropriate training and support to help them to design and deliver learning activities that help children to build on what they already know.  On occasion, a small number of staff do not read stories to children as well as they could. This slows how quickly some children develop a love of reading and limits their learning about stories and books. The school should ensure that staff have the knowledge that they need to foster children’s love of reading.

p.3

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. 10 and 11 July 2024

p.3

4

The Department for Education has further guidance on how to complain about a school.

p.4

Further information

You can search for published performance information about the school.

p.4

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). 10 and 11 July 2024

p.4

School details

Appropriate authority The governing body

p.5

School details

Dates of previous inspection 23 and 24 May 2023, under section 8 of the Education Act 2005

p.5

Information about this school

 The school’s provides early education for children aged two years old.  The school does not make use of alternative provision for children.

p.5

Information about this inspection

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

p.5

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 met with the headteacher and other school leaders. The lead inspector also spoke with a representative of the local authority.  The lead inspector met with members of the governing body, including the chair of governors. 10 and 11 July 2024

p.5

6

 Inspectors carried out deep dives in these areas of learning: communication and language, mathematics and physical development. For each deep dive, the inspectors met with curriculum leaders, visited a sample of classroom activities and spoke with staff.  Inspectors discussed the curriculum in some other areas of learning.  To evaluate the effectiveness of safeguarding, the 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.  Inspectors spoke with children and observed their behaviour as they played in the nursery.  Inspectors reviewed documentation, which included leaders’ evaluation of the school’s strengths and areas for improvement and documentation relating to children’s behaviour and attendance.  Inspectors considered the responses to Ofsted Parent View, including the free-

p.6

6

text comments. Inspectors also spoke with some parents during the inspection.  Inspectors reviewed the responses to Ofsted’s online survey for staff. There were no responses to Ofsted’s online survey for pupils for inspectors to consider.

p.6

Inspection team

Victoria Burnside, lead inspector His Majesty's Inspector

p.6

Inspection team

Sandra Hamilton Ofsted Inspector 10 and 11 July 2024

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7