Hadfield Nursery School

Inspection of Hadfield Nursery School Queen Street, Hadfield, Glossop, Derbyshire SK13 2DW

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Previous inspection grade Outstanding 15 and 16 July 2025

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What is it like to attend this school?

The school is ambitious for its children to do well and to be ready for their next steps in life. They successfully achieve this. By working in, and with, the community children learn the importance of empathy and respect. Visits to a local residential home for the elderly enable children to learn to communicate. They develop a rapport with older members of the community. Train trips to a local town help children to use public transport and understand the importance, and value, of money.

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What is it like to attend this school?

This school is a happy place. Relationships between children and staff are warm and encouraging. The school has high expectations for children to do the right thing. The school teaches the children to take responsibility for their actions. Children put things away at tidy up time and sweep the floor. Children skip into school, enjoy coming and behave well.

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What is it like to attend this school?

The school is keen to explore children’s individual talents. They get to know the children and identify interests. They then signpost to local clubs so children can participate further. Pastoral support is of high quality. As one parent or carer stated, a comment typical of many: ‘Hadfield Nursery put the children at the heart of what they do.’

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

The school has ensured that there is a highly ambitious curriculum in place. The ‘Hadfield Goals’ set out clearly the key knowledge it wants the children to know, remember and to use. This is shared with parents so that they can support their child at home. The school creates a range of opportunities for children to practice what they have learned. This enables children to develop key skills such as writing and to be resilient. Well-thought-out activities enable children to explore their own learning in a creative way. For example, children investigate how to fill a ‘pothole’ in a road so that they can ride their bicycles on it. This allowed the children to gather a range of materials, create no entry signs and work together.

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

The school places significant importance on early language development. They ensure that staff have the knowledge they need to support children to recognise sounds and letters. The use of song and rhyme helps children to develop confidence and express themselves. The school ensures that quality books support the curriculum and expand children’s vocabulary. Children retell stories enthusiastically and embed their learning. Storytime is a fun time.

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

This school is an inclusive school. It is ambitious for children with special educational needs and/or disabilities (SEND) to achieve well. The school identifies the needs of these children effectively. It seeks external support where appropriate. This ensures that these children get the help they need. However, the school does not ensure that activities are always adapted successfully to support the needs of all children with SEND. Where this is the case, a few children do not access the intended learning as effectively as their peers. 15 and 16 July 2025

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The school places a high priority on attending school regularly. When a few children do not attend as regularly as they should, the school works closely with families. Families receive the support they need so that their children attend more regularly.

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The school is keen to ensure that children understand what life is like in Hadfield and beyond. It creates opportunities for children to explore other religions and cultures. Books throughout the curriculum celebrate diversity and inclusion. Children are respectful of the characteristics that make people similar and different. Children genuinely care about one another. They learn to understand risk and look after themselves when enjoying the forest grounds.

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The school sets about methodically to bring about any necessary improvements. All staff in the school are passionate to do the best for the children. The school ensures that staff have the expertise to do their jobs well. Staff feel supported and there is a collective sense of unity and purpose. Governors understand the school well and provide effective support. Parents are unsurprisingly supportive of the work of the school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Sometimes, the adaptations the school makes to the curriculum for children with SEND do not precisely match their needs. Where this is the case, a few children do not access the intended learning as effectively as their peers and therefore do not achieve as well as they could. The school should ensure that curriculum adaptations are consistently well matched to children’s particular learning needs.

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How can I feed back my views?

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 15 and 16 July 2025

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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). 15 and 16 July 2025

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 13 March 2024, under section 8 of the Education Act 2005

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Information about this school

 There is a before- and after-school club managed by the school.  The school does not use any 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. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024, will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school's education provision. 15 and 16 July 2025

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 This was the second routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors held meetings to discuss the provision for children with SEND, behaviour and attendance. They also discussed the school’s personal development offer.  Inspectors carried out deep dives into the following areas of learning: communication and language, expressive art and design and personal, social and emotional development. For each deep dive, inspectors discussed the curriculum with leaders, followed by observations of a range of activities in the nursery. They spoke with children and staff. Inspectors also discussed the curriculum in some other subjects.  The lead inspector met with two members of the governing body.  The lead inspector spoke with two local authority representatives.

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 Inspectors took account of the responses to the Ofsted Parent View survey, including free-text responses, and Ofsted’s survey for school staff. Inspectors spoke to children throughout the inspection. Inspectors spoke informally with parents outside the school.  An inspector visited the breakfast club that pupils attend.  To evaluate the effectiveness of safeguarding, inspectors reviewed: the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors considered pupils’ behaviour at various times of day, including in lessons, around the school site and at lunchtime. They scrutinised the school’s records for attendance and behaviour.

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Inspection team

Mark Anderson, lead inspector His Majesty's Inspector

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Inspection team

Claire Stylianides His Majesty's Inspector 15 and 16 July 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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