Filton Avenue Nursery School

Inspection of a school judged outstanding for overall effectiveness before September 2024: Filton Avenue Nursery School Blakeney Road, Horfield, Bristol BS7 0DL

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Outcome

Filton Avenue Nursery School has taken effective action to maintain the standards identified at the previous inspection.

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What is it like to attend this school?

Children love coming to this friendly and inclusive school. They are excited by the activities that they do, inside classrooms and in the well-resourced outside spaces. Children achieve well because staff take care to learn about every child. This is particularly the case if a child has special educational needs and/or disabilities (SEND). The school wants the very best for all children. Parents agree that this is the case, with one typical comment stating, ‘they know the children in their care inside-out.’ As a result, children are well prepared for their next steps.

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What is it like to attend this school?

The school has clear routines. Children know and follow these well. As a result, the learning environment is harmonious and children conduct themselves well. They learn and play safely together, sharing equipment and books with consideration towards one another. Children develop into independent learners who sustain interest in their activities.

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What is it like to attend this school?

The school demonstrates its commitment to its vision of 'welcoming and valuing all'. Children celebrate differences and learn to be tolerant of others. The school ensures that children learn from a wide number of cultural celebrations including Eid, Chinese New Year and Diwali.

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What does the school do well and what does it need to do better?

The school benefits from highly effective leadership. The passion and motivation shown by leaders, including governors, and staff to give every child a stimulating education is evident. 23 April 2025

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The school has designed a curriculum that ensures children develop the knowledge and skills they need to prepare them for the next stage of their education. This is mainly delivered effectively so that children learn well. For example, staff use ‘group time’ sessions to focus on important knowledge and skills. While many staff are skilled to use these sessions to develop children’s learning, on occasion, this aspect of the curriculum is not delivered as well as intended. When this happens, children do not learn the curriculum as securely as they could.

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Developing children’s communication is at the centre of the curriculum. Staff ensure that this forms part of all learning activities. They encourage children to talk about what they experience. Children respond positively. Where needed, staff support children to communicate using signs and visual cues. Staff focus on developing children’s vocabulary and they do this effectively. For example, children use a range of words like ‘splat’ and ‘dribbling’ when playing with dough or foam.

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During ‘work time’ children plan, carry out and discuss their play. Staff interact well with children during these sessions. However, there are occasions where opportunities to practise what the children have previously learnt are not fully exploited.. This means that some children do not secure their learning as well as they could.

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Staff have skilfully chosen books to develop children’s early reading and language skills. Books are evident throughout the school. They are carefully linked to all areas of learning. Consequently, children begin to develop a lifelong love of books. Children learn about songs and rhymes and, when they are ready, they play with sounds in words. This enables children to be ready to learn phonics when they start primary school.

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Staff use checks on children’s learning well. Leaders and staff dedicate regular time to look holistically at children’s progress. They identify gaps in learning and plan timely and suitable next steps. The needs of children with SEND are carefully considered. The school identifies children’s needs quickly and puts appropriate support in place. Children with SEND are fully included. They access all aspects of the provision alongside their peers. When necessary, they receive extra support to ensure that any gaps in learning are closed.

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Staff understand the complexities of early childhood development and the need to help young children manage their emotions. The school works closely with parents to ensure attendance is a high priority. This helps children and their families to develop positive attendance habits for the next stage of learning.

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Provision for children’s personal development is effective. A nurturing culture is clearly established. Staff embed routines with children very quickly. They encourage children to make their own choices and share their thoughts and feelings. Children play cooperatively, showing care for each other as they develop their independence. This ensures that children have the personal skills that they need in order to start primary school. 23 April 2025

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Staff work well with leaders as part of a team. Staff feel well supported and that their voice is listened to.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Some staff are not as proficient at delivering the curriculum as intended. As a result, at times children’s knowledge and understanding is not as well developed as it could be. The school should ensure staff have the support and expertise that they need so that children learn well and are prepared successfully for primary school.  On occasion, the school does not ensure that children practise what has previously been taught in their play. This means that, at times, children do not get the most benefit from their learning and play. The school should ensure that staff consistently support children’s learning effectively in their work and play.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be outstanding for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the second ungraded inspection since we judged the school to be outstanding for overall effectiveness in January 2016.

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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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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). 23 April 2025

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 8 January 2020, under section 8 of the Education Act 2005

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Information about this school

 The school has provision for two-year-old children.  Children attend the nursery either part-time or full-time. Those who attend for full days bring a packed lunch.  The school does not currently use any alternative provision.  The school operates a before- and after-school club.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school's education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with school leaders and have taken this into account in their evaluation of the school.  During the inspection, the inspectors held meetings with the headteacher, assistant headteachers and groups of staff. 23 April 2025

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 The lead inspector met with members of the governing body, including the chair of governors. The lead inspector held a meeting with a representative of the local authority.  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.  The inspectors visited a sample of lessons, spoke with children about their learning and looked at evidence of children’s work.  The inspectors observed children’s behaviour in lessons and around school.  The inspectors considered the responses to the online survey, Ofsted Parent View. They also took into consideration responses to Ofsted’s online staff survey. An inspector spoke to parents at the start of the school day.

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Inspection team

Barry Yeardsley, lead inspector His Majesty's Inspector

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Inspection team

Julie Fox Ofsted Inspector 23 April 2025

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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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