Flatts Nursery School

Flatts Nursery School

Address: Ashworth Green, Dewsbury, West Yorkshire, WF13 2SU Unique reference number (URN): 107592

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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

Leaders have a clear understanding of what children need to be ready for their next stage of education. Staff identify gaps in children’s knowledge and skills effectively, particularly within the prime areas of learning. Their approach is thorough and ensures that children receive the support they need to make progress.

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Achievement Strong standard

The setting places a clear emphasis on developing language as the foundation for learning. Children’s language develops well from low starting points, including for those who were previously nonverbal or who are learning English as an additional language. These groups are prioritised effectively, which helps gaps close quickly and supports children to move towards age related expectations.

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Achievement Strong standard

Staff share high expectations for all children. They deliver an ambitious curriculum that helps children acquire essential early skills. Children are well prepared for school. They develop the language, learning behaviours and personal qualities that provide them with secure foundations for future learning.

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Attendance and behaviour Strong standard

Expectations for attendance are shared regularly with parents and carers to build understanding of its importance. Leaders are committed to supporting children and families to develop positive habits and routines in preparation for primary school. The school has a clear and proactive approach to monitoring attendance. Staff act quickly when concerns arise, and the support put in place leads to clear improvements. Leaders work closely with families to remove barriers and help children attend consistently.

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Attendance and behaviour Strong standard

Well established routines support children’s independence. Activities such as self registration and taking responsibility for their belongings help children understand expectations from the start of each day. Leaders place a clear focus on supporting children’s emotional needs and this is evident in daily practice. Staff teach children to understand and begin to manage their own behaviour. Children behave very well. They show positive attitudes to learning, persevere with tasks and are beginning to resolve minor conflicts independently. Support for children who need additional help with behaviour or self regulation is carefully tailored. When language is a barrier, staff use visual communication effectively to strengthen understanding and help children express their needs successfully.

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Attendance and behaviour Strong standard

Leaders ensure that children are well protected from bullying or discrimination. Children learn how to behave kindly and respectfully towards other.

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Curriculum and teaching Strong standard

Leaders have developed a curriculum that enables all children to flourish. It sets out a clear sequence of knowledge and skills across the seven areas of learning. Curriculum goals are ambitious and fully inclusive of children with special educational needs and/or disabilities (SEND). They reflect the varied starting points of all children who attend. Access to the curriculum for children with SEND, those who receive early years pupil premium funding and those who speak English as an additional language is embedded as an integral part of the school’s provision.

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Curriculum and teaching Strong standard

Leaders use regular checks on children’s learning to adapt the curriculum to their needs. Staff use this information well to plan activities that reflect children’s interests and build on their development. Parents and carers are kept informed about their child’s progress and how they can support learning at home.

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Curriculum and teaching Strong standard

There is a consistent focus on children’s language development. Staff make clear adaptations for individual needs and stages of development. They join in with children’s play, extend conversations through open ended questions and introduce new vocabulary. This helps children develop their communication and language skills and supports their wider learning.

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Inclusion Strong standard

The school is highly ambitious for every child who attends. Children with barriers to learning, including those with special educational needs and/or disabilities, those who receive early years pupil premium funding and those who speak English as an additional language, receive effective support through a thoughtful and individualised approach. Highly positive relationships sit at the centre of the school’s inclusive practice, including close partnerships with parents and carers. Staff keep parents well informed about their child’s development and identify any concerns quickly. Leaders monitor the progress of children with precision and use this information to shape intervention and support. Barriers are addressed promptly, and next steps for children are clear, purposeful and measurable.

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Inclusion Strong standard

The school works closely with outside agencies and professionals to share and implement consistent strategies. When children need more specialised multi agency support, action is taken without delay. External professionals speak positively about the school’s inclusive approach and the quality of information shared with them.

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Inclusion Strong standard

Early years pupil premium funding is used thoughtfully and directed towards the children who need it most. When children are not yet working at age related expectations, this funding provides targeted support that helps them make progress. Additional funding is also used effectively to enhance children’s learning experiences and ensure they have access to the full curriculum.

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Leadership and governance Strong standard

Leaders design professional development carefully so that it enhances staff practice in the areas that matter most for children. Staff value the additional opportunities to work alongside colleagues in peer-to-peer support roles, which benefits the continuous development of all adults at the school. Leaders are positive role models for staff, acknowledging the importance of continuing to strengthen their own expertise. Through purposeful engagement with relevant research, as well as regular checking of practice, leaders identify the right improvement priorities. Governors contribute to the improvement of the school. They ensure that they have the knowledge they need to carry out their roles well. Governors maintain appropriate oversight of the school’s work. They effectively hold leaders to account, with a particular focus on the achievement and support for children with special educational needs and/or disabilities and

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Leadership and governance Strong standard

those eligible for early years pupil premium funding.

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Leadership and governance Strong standard

Parents and carers speak highly of the school. They recognise the commitment and dedication shown by leaders and staff. The school builds excellent partnerships with parents, engaging effectively with families to create an environment that prioritises children's wellbeing and development.

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Leadership and governance Strong standard

Staff feel very well supported by leaders. They benefit from routine supervision meetings and express that leaders fully consider their workload and wellbeing. Governors, leaders and staff all value being part of the ‘Flatts’ family, working together to provide a high quality of education and care for the children and families who attend.

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Personal development and wellbeing Strong standard

The school has developed a well-considered programme for personal development that runs through the curriculum. Leaders’ understanding of children’s prior experiences shapes this taught programme. Children learn about their right to have a voice and speak out, which underpins the school’s work on healthy relationships and keeping themselves safe. Staff promote healthy lifestyles consistently. Children understand the importance of good hygiene routines and eating healthily. Mealtimes are sociable occasions that help children develop wider personal skills, such as using their manners or holding cutlery correctly.

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Personal development and wellbeing Strong standard

The curriculum is enriched by a carefully designed wider offer. Additional opportunities are purposeful and closely matched to what children need to learn or experience. For example, targeted activities in the school’s large outdoor space help children learn about safe risk taking. Visits from local sports clubs promote physical development, encourage participation in sport and introduce children to positive role models. Staff track children’s involvement carefully so they can identify those who may need further encouragement or support to take part fully. This precise oversight ensures that all children benefit from the full range of experiences available.

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Personal development and wellbeing Strong standard

Leaders identify the wider pastoral needs of children and families effectively. The school’s work with parents and carers is a notable strength and shapes its inclusive and supportive culture. Leaders actively seek ways to support families, such as offering English lessons for parents or running workshops that help families build friendships and wider networks.

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Personal development and wellbeing Strong standard

Leaders draw on children’s experiences to develop their understanding of different faiths, cultures and religions. Carefully chosen stories help children explore similarities and differences. Children are encouraged to ask respectful questions about difference in line with the school rule of being kind.

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

Children receive a warm welcome from staff each day and quickly settle into the calm, nurturing environment. They experience a safe and inclusive setting where staff know them well and respond to their individual needs. Care routines are well established and children benefit from consistent, reassuring interactions that help them feel secure. This thoughtful care allows children to thrive and develop the confidence and independence they need to make choices, explore activities and engage positively with others.

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

Staff respond sensitively to children’s emotional needs. This supports children’s positive behaviour and helps them understand their feelings. Staff teach children to recognise and talk about their emotions, which helps them play successfully alongside one another and share resources fairly. Children show impressive self discipline for their age, such as waiting patiently during shared routines like tooth brushing until everyone is ready.

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

Curiosity, independence and community sit at the heart of the school’s curriculum. Children benefit from a carefully designed programme that helps them develop positive learning behaviours. They sustain interest in activities, explore with purpose and play cooperatively. Staff identify any gaps in learning quickly and put support in place promptly. Interventions are adapted carefully and remain personalised to each child’s changing needs. Children with special educational needs and/or disabilities (SEND), including those with more complex needs, receive effective support from adults who understand how to provide the precise interaction and care they require. Leaders and staff share a clear ambition that all children will be well prepared for their next stage of education.

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

Leaders make deliberate decisions about the wider experiences they offer. They use each opportunity to deepen and consolidate children’s knowledge across different themes. For example, regular visits to the neighbouring care home give children meaningful chances to learn about road safety. All children are included in the full range of opportunities available at the school.

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Next steps

Leaders should continue to strengthen curriculum implementation to sustain consistently high standards of teaching. Governors should continue to make proactive contributions to setting and monitoring strategic priorities so the school sustains high standards across all areas of its work.

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About this inspection

The chair of the board of governors in this school is John Disken.

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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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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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What does this mean?

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

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What does this mean?

Inspectors spoke with the headteacher, the assistant headteacher and staff during the inspection. The lead inspector spoke with representatives of the governing body including the chair of governors. A representative from the local authority was also spoken to.

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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

The school currently uses no alternative provision.

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What does this mean?

Headteacher: Andi Gilroy-Sinclair 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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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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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

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Urgent improvement

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Urgent improvement

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