Grandpont Nursery School

Grandpont Nursery School

Address: Whitehouse Road, Oxford, Oxfordshire, OX1 4QH Unique reference number (URN): 122969

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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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Personal development and wellbeing Strong standard

Personal development is an integral part of the school. This is especially true for children's personal, social and emotional growth. Leaders have designed a carefully considered approach that prioritises emotional literacy, independence and respect. Through staff's skilful support for their emotions, children learn to recognise feelings. They understand right and wrong as well as how to resolve conflict constructively. Staff model empathy and other positive emotions, which helps children to flourish. They reinforce that being sorry involves repairing relationships, not simply using words. In turn, children demonstrate this skill.

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Personal development and wellbeing Strong standard

Children develop strong social skills. They learn to take turns, cooperate and listen to others during structured group times and collaborative play. School visits to the local pond, library and science park help children to see their role in the community while developing an awareness of the world around them.

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Personal development and wellbeing Strong standard

Celebrating festivals such as Eid, Diwali, Christmas and Lunar New Year fosters children's respect for various beliefs and cultures. Events such as celebrating 'Earth Day' and shared reading experiences expand children's understanding of diversity and promote curiosity as well as a love of learning.

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Personal development and wellbeing Strong standard

Leaders promote healthy lifestyles highly effectively, as seen in the joyous lunchtime routines. Children thrive during these times. They develop independence, learning to use cutlery and utensils while exploring new foods and flavours, such as couscous. Having an artist in residence at the school, visits to the local woods and lots of physical play support children's physical and mental wellbeing and broaden their horizons. Children learn about keeping safe, including when out in the community. They are taught why this matters.

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Personal development and wellbeing Strong standard

Disadvantaged children and those with special educational needs and/or disabilities access the full range of experiences. The school's pastoral support for children is very effective. Leaders work closely with families to help children to develop confidence, resilience and curiosity. Children are well prepared socially and emotionally for the expectations of the primary school.

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Achievement Expected standard

Children make steady progress across all areas of the curriculum, achieving age- and stage- appropriate outcomes. They typically develop the skills and confidence they need for the next stage of their education, while enjoying engaging learning experiences.

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Achievement Expected standard

On the whole, children communicate effectively and confidently with adults and each other. They are keen to answer questions, follow instructions and express their thoughts. They engage in daily singing, stories and rhymes. Children join in enthusiastically with the words and actions during these fun activities. They also recall characters and events from familiar stories as they apply this knowledge to other learning experiences, such as creative activities and imaginative play.

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Achievement Expected standard

Generally, children develop their independence, social skills and the knowledge they need to be ready for the next stage of their learning. Children with special educational needs and/or disabilities, emerging needs or other barriers to learning benefit from timely support and clearly identified next steps. This helps them make steady progress alongside their peers.

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Attendance and behaviour Expected standard

Over time, attendance rates are improving for all groups of children. The school carefully checks attendance daily and promotes the importance of developing good habits of attendance with families. Leaders identify purposeful actions to support all children, including those who are disadvantaged or children with special educational needs and/or disabilities (SEND), to overcome barriers to them being at school.

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Attendance and behaviour Expected standard

Children behave well and are polite, kind and cooperative. They show respect to staff and one another. Staff model this expectation through their interactions. Leaders set high expectations for behaviour and conduct. Most children consistently meet these. Children understand and follow the school's clear routines and rules. Leaders and staff create a generally calm and orderly environment. Many children settle quickly into activities and usually focus on their learning without distraction. Bullying is rare. Staff deal with any unkind behaviour quickly and sensitively. Staff know the children well. They provide thoughtful adjustments to support children with SEND. Children develop positive attitudes, engage with their learning and show consideration for others.

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Curriculum and teaching Expected standard

Leaders have a clear understanding of the quality of the curriculum and teaching in the school. The well-considered curriculum reflects their high expectations for children's learning. Staff generally deliver the curriculum well. They support children with special educational needs and/or disabilities effectively by adapting activities and providing targeted support so children learn the intended content. Positive relationships between staff and children underpin teaching in the school.

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Curriculum and teaching Expected standard

Leaders ensure that staff focus on teaching children the essential knowledge they need to be successful in future learning. Staff promote children's social and emotional development. They encourage independence and positive social skills. For example, children take turns to pour themselves drinks. Staff also promote physical development, helping children to build their strength, balance and coordination. Children's early mathematical knowledge is developed well through effective teaching and practice, such as dice throwing and matching games. Typically, staff prioritise and support children's communication and language effectively. Although, at times, some staff do not model new words to children as clearly as they could.

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Curriculum and teaching Expected standard

Staff usually have an accurate oversight of children's strengths and interests. However, staff do not always identify children's knowledge gaps or misunderstandings as well as they could. This means they do not always adapt future activities to address gaps quickly enough.

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Inclusion Expected standard

Leaders and staff welcome all children and value them as individuals. Staff gather detailed information from parents and carers before children start at the school. This helps staff to understand children's interests, routines and starting points. Staff use this information to support children in settling quickly. This helps children to feel safe and secure. Leaders ensure that staff access relevant training, such as autism awareness and positive behaviour support. This equips staff with the knowledge and confidence needed to identify children's additional needs and adapt support effectively. This tailored approach means that children flourish.

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Inclusion Expected standard

Staff monitor children's development carefully. When children need extra support, staff collaborate with parents and other professionals effectively. Staff adapt activities so that children with special educational needs and/or disabilities or those who may face other barriers to their learning can take part alongside their peers.

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Inclusion Expected standard

Leaders make effective use of extra funding to support disadvantaged children, such as with the help and specialised resources that they need. This enables children to develop their communication skills, manage their emotions and learn well. Generally, staff's skilful help supports all children to make progress from their starting points.

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Leadership and governance Expected standard

The school has been through a period of significant change. Leaders have worked diligently to ensure that standards are maintained. Leaders and the governing body work purposefully to raise aspirations for what children at this school can achieve. Together with staff, they work effectively to ensure that children have every opportunity to achieve well. Leaders have a secure understanding of the school's strengths and the areas which they need to prioritise. This has led to improvements in the school's work since the last inspection. Leaders have put into motion the right actions to ensure that children learn even more effectively.

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Leadership and governance Expected standard

Leaders make decisions in the best interests of children, particularly those who are disadvantaged, have special educational needs and/or disabilities or face other barriers to learning. They ensure that these pupils receive the support they need to succeed. The governing body fulfils its statutory duties effectively and knows the school’s context really well. It provides appropriate challenge and support. This reflects its commitment to making a difference for all pupils.

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Leadership and governance Expected standard

Leaders, including governors, empower staff to take thoughtful actions. Leaders consider the workload and wellbeing of staff when they make decisions about the school's work. This helps staff to feel valued and fosters a team ethos. An open culture exists in the school where staff feel empowered to share their views. Staff benefit from a well-structured programme of professional learning. This helps them to grow as professionals and positively impacts on the experience for children.

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

Children arrive happily at Grandpont Nursery School. Relationships are the heartbeat of this community. The school works in partnership with each family to get to know children quickly. As a result, children eagerly come into school. Staff greet children warmly and help them to settle quickly into familiar routines. There is a warm and welcoming environment where families are actively involved. Flexible settling-in arrangements, regular communication and events strengthen the home-school partnership. As a result, children feel safe and secure. They move confidently around the school and select activities that interest them, such as exploring construction materials, engaging in creative play and looking at books in the cosy reading areas.

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

Typically, children achieve well. They engage with staff in various play experiences, including creative activities, construction play and small-group discussions. For example, during group time, they carefully listen to staff read stories. Staff help children to discuss their learning. During play activities, staff encourage children to share ideas and respond to questions. These interactions help children to become confident communicators. An inclusive ethos is evident throughout the provision. All children, regardless of their background or needs, are encouraged to participate fully and develop independence and a strong sense of belonging.

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

Children with special educational needs and/or disabilities are fully included by staff in the school’s daily routines and learning experiences. These children learn well alongside their peers because staff carefully support their specific individual needs.

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

Pupils benefit from a wide range of experiences that enhance their learning. For example, children deepen their understanding of the world with regular visits from a local farm and use of the woodland area. Taking part in a range of age-appropriate activities, such as learning about different animals, broadens children's horizons. Leaders ensure that these opportunities are open to all pupils.

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Next steps

Leaders should ensure that assessment systems are consistently used to identify and address any gaps or misconceptions children have based on their stage of development and specific needs. Leaders should further develop staff expertise when interacting with children, so they consistently deepen children’s language and understanding of key concepts.

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About this inspection

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

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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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Pupils eligible for free school meals (FSM)

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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Pupils eligible for free school meals (FSM)

Inspectors spoke with the headteacher and staff. They also spoke with the school's improvement partner from the local authority. The lead inspector met with members of the governing board, including the chair.

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Pupils eligible for free school meals (FSM)

Inspectors confirmed the following information about the school:

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Pupils eligible for free school meals (FSM)

The school currently uses no alternative provision.

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Pupils eligible for free school meals (FSM)

The co-headteachers took up post in September 2024.

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Pupils eligible for free school meals (FSM)

Co-headteachers: Sarah Hanley and Louise Russell

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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

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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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