Rainhill Community Nursery

Rainhill Community Nursery

Address: Deepdale Drive, Rainhill, Prescot, Merseyside, L35 4NW Unique reference number (URN): 131447

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children secure the knowledge that they need to progress successfully across the areas of learning. They are incredibly well prepared for their next steps. This includes 2-year-olds, disadvantaged children and those with special educational needs and/or disabilities. From their starting points, children achieve highly, which sets them up brilliantly for their move on to primary school.

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Achievement Strong standard

Children remember what they have learned. For example, they sing songs and remember stories. Children exude confidence during their play, exploring ideas, recalling learning and using a range of vocabulary. For example, children accurately name flowers and minibeasts in the outdoor area.

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Achievement Strong standard

Children develop impressive physical dexterity, including by balancing, kicking balls and rolling hoops. They practise their small-muscle skills in readiness for writing. Children understand that print carries meaning. Those who are ready begin to learn letters and the sounds that these represent. Any gaps in children’s learning close quickly.

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Attendance and behaviour Strong standard

Leaders have a clear and consistent strategy to foster children’s positive attendance habits. This includes by celebrating attendance and working in close partnership with parents and carers so that they understand why regular attendance is vital for their children's future education. Leaders check precisely how regularly children attend and provide support for families when needed. As a result, children attend well, and their levels of attendance are increasing over time.

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Attendance and behaviour Strong standard

Children benefit from a harmonious environment that is highly conducive to their positive behaviour. This enables them to engage remarkably well and develop impressive attitudes towards their learning. The provision for 2-year-old children is a particular strength, where staff are extremely attuned to children’s needs. Children develop positive relationships with staff and with each other that help them to flourish. They understand behaviour expectations and follow these confidently. Staff implement these expectations consistently so that children know how to conduct themselves across the school. They rarely need reminders about positive behaviour. Staff are skilful in their adaptations to support children who need additional support in managing their feelings and emotions. Staff quickly resolve any rare incidents of unkindness or bullying.

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Curriculum and teaching Strong standard

Leaders have ensured that the curriculum is high quality, starting from the provision for 2- year-old children. They have identified the small steps of knowledge that children should learn and when. This enables children to successfully build on what they already know and can do, developing the firm foundations they need for success. Staff teach the curriculum consistently well. They have expert knowledge in how young children learn. Small-group learning sessions ensure that children understand specific concepts, which they practise during their play. For example, children learn mathematical language and make predictions about which item is heavier. Staff engage children in high- quality interactions to extend their learning, asking questions and modelling language skilfully. As a result, children gain an impressive vocabulary and develop their thinking and reasoning skills.

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Curriculum and teaching Strong standard

Staff understand children’s individual learning needs and adapt teaching accordingly. They carefully review children’s understanding and progress through the curriculum. This ensures that children of different ages, and those with barriers to their learning or wellbeing, achieve consistently well. Any gaps in learning close quickly.

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Curriculum and teaching Strong standard

Staff successfully foster children’s love of reading. Classrooms are full of stories, songs and rhymes, to which children eagerly listen. Staff use visual aids, actions and props to bring storytelling to life. Children independently look at books throughout the day and take stories home to share with their families.

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Inclusion Strong standard

Leaders have created a highly welcoming environment. They review provision regularly and make thoughtful adjustments. For example, the recent addition of the ‘learning to learn’ space provides a safe and calm area for children who need more help to settle. Mornings are especially calm. Children follow well-established routines with ease, including those who arrive early for breakfast. Leaders engage particularly well with parents, carers and external professionals to provide support as needed.

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Inclusion Strong standard

Leaders identify and accurately assess children’s needs as soon as they start, including those in the provision for 2-year-olds . Staff are alert to children’s welfare and successfully reduce any barriers to wellbeing that children face. This includes for disadvantaged children, those with special educational needs and/or disabilities and those known or previously known to social care.

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Inclusion Strong standard

The environment is set up thoughtfully to ensure that all children access the curriculum. Staff use a range of strategies to support children’s learning, including specific adaptations for children who need them. This enables most children to participate in learning activities alongside their peers.

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Inclusion Strong standard

Leaders monitor children’s progress carefully. They review the impact of support and ensure staff make any necessary adjustments. This includes checking that additional funding for disadvantaged children is having a positive impact. Staff benefit from a wide range of training that leads to high-quality teaching and timely support. As a result, children progress very well from their starting points.

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Leadership and governance Strong standard

Leaders and those responsible for governance know the school very well. They use their detailed insight to evaluate its provision carefully and take considered actions to further enhance children's experiences. Leaders place children’s best interests at the centre of their decisions, ensuring that all children belong and thrive.

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Leadership and governance Strong standard

Leaders understand how staff expertise is fundamental to improving the school further. A highly effective programme of professional learning, based on evidence and research, is carefully matched to the school’s priorities. This enables staff to continually extend their knowledge and skills, following bespoke learning pathways to support their professional development. Staff have high morale. They know their input is welcomed and valued. They appreciate the support that leaders provide for their workload and wellbeing.

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Leadership and governance Strong standard

Engagement with parents and carers is constructive and highly positive. Parents feel lucky to be part of the school and know that staff genuinely care for their children. Parents appreciate the guidance that the school provides for them, including support for learning at home. Leaders liaise effectively with external partners, for example they are invested in providing support to others in the sector.

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Leadership and governance Strong standard

Governors are committed to the school. They use thorough systems to monitor the school’s effectiveness. Governors make sure that statutory duties are met, for example those related to safeguarding. They draw on their expertise to provide robust and consistent support and challenge to leaders across all areas of the school’s work.

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Personal development and wellbeing Strong standard

Children’s personal, social and emotional development is of the utmost importance to leaders. They prioritise children’s wellbeing and their firm sense of belonging. This is reflected in children's willing separation from their parents and carers each day, before they find their names to self-register. This includes 2-year-olds, who follow the same well- established routines and settle extremely well. Staff have nurturing relationships with children, which helps children to thrive. Children are well prepared for transitions between classrooms, and for their eventual start at primary school.

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Personal development and wellbeing Strong standard

Leaders develop children’s ability to learn effectively. Children secure self-care skills, such as washing their hands and helping to clean plates. They serve their own food and drinks, confidently chopping fruit and peeling bananas. Children take pride in demonstrating important values, which they understand through characters, such as ‘brave Bella’ and ‘resilient Ray’.

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Personal development and wellbeing Strong standard

Children develop their knowledge of healthy living. Leaders work with parents so that they understand this too. Children learn how to be safe in school and beyond. For example, they contribute to 'safety walks' each day that help them to understand risks, such as ‘stranger danger’ and protection from the sun. Visitors to the school help children to understand road safety.

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Personal development and wellbeing Strong standard

There are plentiful opportunities for children to gain experience of the world around them, including the similarities and differences between themselves and others. They have an age-appropriate understanding of fundamental British values, including respect and tolerance. Children learn to value other people and show care towards living creatures. They find out about types of families, faiths and celebrations. For example, during a topic on the lunar new year, children learn about Chinese calligraphy. They experience democracy by voting during a nursery rhyme week. Leaders ensure that all children benefit from these experiences, regardless of any barriers they may face.

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What it's like to be a pupil at this school

Children attend regularly and have a keen sense of belonging at this small nursery school. They enter with confidence each morning and explore freely, indoors and out. Children know that caring staff are there to support them, which helps them to feel safe and settled. This is especially the case in the provision for 2-year-old children.

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What it's like to be a pupil at this school

Leaders have high aspirations for what children can achieve, including for those who are disadvantaged and those with special educational needs and/or disabilities. Children have enthusiasm and curiosity for learning, showing sustained levels of engagement in their play. They engage in thoughtful conversations with staff and are proud of what they accomplish. Leaders ensure that any barriers to learning or wellbeing are addressed quickly. This means that all children are included in what the school has to offer, and are very well prepared for their next steps.

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What it's like to be a pupil at this school

Children’s behaviour is excellent. They fully understand staff’s expectations for their conduct. For example, following the school’s ‘good bear guide’ that is shared with children and their parents and carers, they have ‘kind hands’ and ‘walking feet’. Even the youngest children have a thorough understanding of expectations, such as when they eagerly tidy up toys together. Children learn to manage their own emotions and resolve conflicts with others. Staff swiftly address any rare occasions of unkindness or bullying. Children show genuine care for their classmates, including by providing comfort and reassurance if a friend becomes upset. They share toys remarkably well. Older children are positive role models for their younger peers.

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What it's like to be a pupil at this school

Children are well prepared for life in the society in which they live. They delight in enriching activities such as going on a ‘sound walk’ outdoors and attuning their ears to what they hear. Children learn about the world around them though a wealth of experiences, such as library visits, watching chickens and caterpillars hatch and learning about farm animals.

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Next steps

Leaders should continue to identify ways for staff to be highly responsive, maximising opportunities to extend children’s learning and achievement.

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About this inspection

The chair of the board of governors in this school is Jo Roberts.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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Lead inspector:

David Lobodzinski, His Majesty's Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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0.0%

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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0.0%

Inspectors spoke with the headteacher, staff and children during the inspection. The lead inspector met with representatives of the governing body, including the chair of governors. A discussion also took place with a representative of the local authority.

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0.0%

The inspectors confirmed the following information about the school:

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0.0%

The school uses no alternative provision.

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0.0%

Since the last inspection, a new chair of governors has been appointed.

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What does this mean?

The proportion of pupils eligible for free school meals.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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 .

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Urgent improvement

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Urgent improvement

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

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