Ethelred Nursery School and Children's Centre

Ethelred Nursery School and Children's Centre

Address: 1 Gundulf Street, London, SE11 6BG Unique reference number (URN): 100552

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Attendance and behaviour Expected standard

Attendance has improved over the last 3 years. However, there is still more work needed to encourage families to ensure their children attend regularly and arrive on time. Leaders emphasise the importance of regular attendance to parents and carers. This includes parents who are taking children out of school for trips abroad during term time. Staff communicate swiftly if children are not in school. They explain to families the impact that absence will have on their child's learning. Staff know families well and will reach out to offer support if there are barriers to children being in school. During these conversations, staff consider any additional needs for pupils from vulnerable groups. This includes disadvantaged children and those with special educational needs and/or disabilities.

p.2

Attendance and behaviour Expected standard

Children play and learn together harmoniously. They move around the provision sensibly and share resources, taking turns. Behaviour routines are well established across the school. Staff work successfully to encourage good behaviour rather than focusing on what has gone wrong. They encourage children to interact with each other positively. They remind children to be considerate of other children’s feelings. Positive behaviour is regularly rewarded with verbal praise. If there are any issues, staff talk to children about the impact of their behaviour on others.

p.2

Inclusion Expected standard

This is an inclusive school where all children are welcomed and their needs are considered. Staff identify children’s needs early through careful observations and talking to parents and carers. Experienced leaders then identify how best to support children. They share this information with all staff. They set targets that are specific and are regularly reviewed.

p.2

Inclusion Expected standard

The school has a ‘nurture provision’ to provide support for children with higher levels of need. Children access this area as and when they need it. Staff provide learning tailored to the children’s different needs. The school uses its additional funding well. Disadvantaged children receive extra language development opportunities. Funding ensures that they have equal access to visits to places of interest.

p.2

Inclusion Expected standard

Leaders work closely with outside agencies and professionals to access specialist support. This includes a music therapist and the local authority early years autism team. Staff receive regular training so they can support the different needs of children. Although staff are eager to help all pupils, at times, the teaching is not as effective as it could be. For example, staff sometimes miss opportunities to identify and correct children’s mistakes. Some interactions could better encourage the use of rich language.

p.2

Leadership and governance Expected standard

Leaders know the school well. They have identified the areas that are strengths and those that need further development. Leaders have already worked successfully to make changes, and they have a detailed plan for more improvements.

p.2

Needs attention

Leaders have designed a clear, progressive curriculum. They encourage a free flow of engaging activities. This helps children learn in their own unique ways. Some staff have struggled with these changes, but others have embraced them. The provision offered is, however, still variable. Leaders provide training and support to staff. This helps them improve their teaching practice and leads to more effective learning for the children. Leaders know that improving how staff interact with children and develop rich language is crucial.

p.3

Needs attention

Staff want the very best for the children, regardless of any barriers to learning. Most staff feel positive about the training provided. They also say that leaders support their workload and wellbeing. Governors are deeply committed to the school. They offer challenge and support to leaders where needed. They fulfil their statutory duties well, including their oversight of safeguarding.

p.3

Needs attention

Parents and carers are highly positive. They praise the kind staff and the progress their children have made since starting at the Nursery. Leaders establish strong relationships with parents. They offer flexible support to help with family needs, including in relation to attendance.

p.3

Personal development and wellbeing Expected standard

The nursery has a well-planned personal development programme, and leaders are always working to improve it. Leaders make sure all pupils, including those with additional needs, receive support to access learning in every area. Learning starts with building trusting relationships between the school and families. Children also learn about the different types of families that exist. Staff build on this early work to help teach children to socialise and interact with each other. Children build relationships with staff and with other children. They learn to consider other people’s feelings and to collaborate in tasks.

p.3

Personal development and wellbeing Expected standard

Staff prepare children for life in modern Britain. Children celebrate various cultural and religious festivals. Families get together for the 'summer social' to enjoy food from their diverse communities. Children sing for their families at a Christmas carol concert. There is room to explore fundamental British values more deeply in the curriculum. Leaders should also develop a wider range of enriching activities.

p.3

Personal development and wellbeing Expected standard

Children benefit from different trips, for example to theatres, a local farm, the library and the London Aquarium. Sometimes, these wider experiences are not carefully linked to current learning. However, staff support children in managing change and developing resilience. This helps them as they start Reception and move through the school years. Leaders ensure that pastoral support is effective. Parents are invited frequently to the school to take part in their children's learning.

p.3

Achievement Needs attention

Children’s achievement is mixed. They generally develop the appropriate foundational skills and knowledge they need in reading, writing and mathematics. Children with additional needs are typically well supported. Staff adapt learning and use visual resources. Children also access the ‘nurture provision’ to support their needs. Staff know them well and adapt and support learning skilfully.

p.3

Achievement Needs attention

In wider curriculum areas, children’s development is less secure. Activities are not carefully matched to the areas indicated in curriculum plans, and the areas that should be taught are not always seen. Staff do not consistently present learning or engage in interactions with children effectively. They do not sufficiently encourage children’s use of rich language and sometimes forget to correct their mistakes and misconceptions. Although children make progress from their starting points and are prepared for learning in the next stage of education, they do not fully reach the levels of which they are capable.

p.4

Curriculum and teaching Needs attention

The standard of teaching across the school is too variable. Leaders have a clear knowledge of the areas of teaching and learning that need to improve. They continue to provide staff with regular training to develop their teaching skills. However, staff are not consistently putting this learning into practice.

p.4

Curriculum and teaching Needs attention

Leaders continually refine approaches to promote children's learning. For example, the school has introduced carefully chosen approaches to support children to explore the space with growing independence and develop their own learning in different ways. Some staff design activities that are interesting and will stimulate learning. Other activities do not draw in children’s interests or encourage them to explore. Staff do not routinely step in to encourage children to enjoy the range of activities. This diminishes how well children develop their skills and knowledge. Some staff show skill when interacting with children and developing children's language. Others miss these chances and simply supervise what the children choose to do.

p.4

Curriculum and teaching Needs attention

Staff are caring and are typically ambitious for all children, including those with additional needs. However, not all staff correct children’s mistakes consistently, which can hinder learning. Despite this, children with additional needs are generally well supported. Staff provide adaptations and support to allow them to access the learning. This includes the use of small-group sessions to develop children’s use of language.

p.4

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

Parents and carers overwhelmingly praise the care offered to their children at Ethelred Nursery. Staff support children to enter school calmly at the start of the day so that they happily join in with a range of different activities. Children are kept safe and can name a member of staff who would support them if they were worried about anything.

p.4

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

Children develop warm relationships with staff and with each other. They play together harmoniously and learn to take turns during activities. If anything goes wrong, staff intervene quickly and talk gently to children to resolve the issue. Bullying rarely happens. Attendance is improving gradually year on year, but leaders know that it still needs to be worked on. Leaders have created a well-designed curriculum where the children’s learning builds as they move through the school. Staff’s knowledge of the curriculum and their use of it to inform teaching and learning needs further time to build and embed. Staff support children with barriers to learning in a range of different ways, including working in small groups to develop their language. Children and their families are offered caring pastoral support for wider issues.

p.4

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

Children generally develop key foundational skills in reading, writing and mathematics. However, in areas of the wider curriculum, teaching and learning are more variable. Staff sometimes do not engage children in careful interactions to develop their rich language. The activities provided are not always designed to draw children’s interest and deepen their learning. In spite of these issues, children do make progress from their starting points, and by the time children leave the school, they are generally well prepared for Reception.

p.5

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

Children’s learning is enriched in a wide range of different ways. They visit local landmarks, theatres and the library, and they enjoy different festivals and celebrations in school with their families.

p.5

Next steps

Leaders should ensure that they develop staff expertise and knowledge of the early years curriculum across all areas of learning. Leaders should ensure that all staff have a clear understanding of how to develop children’s use of rich language and that this is done consistently across all areas of learning. Leaders should ensure that they embed highly effective teaching across the school so that all groups of pupils, including those with special educational needs and/or disabilities, make consistent progress across the curriculum. Leaders should continue their work to improve attendance and lower persistent absence across the school.

p.5

About this inspection

The chair of the board of governors in this school is Marc Newall.

p.5

About this inspection

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

p.5

About this inspection

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.

p.5

About this inspection

Inspectors spoke with the headteacher, senior leaders and subject leaders. They also held meetings with the members of the local governing body and a representative from the local authority during the inspection.

p.5

Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

p.6

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 16 June 2026

p.6

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.

p.6

What does this mean?

The proportion of pupils eligible for free school meals.

p.6

Pupils with an education, health and care (EHC) plan

The inspectors confirmed the following information about the school:

p.6

Pupils with an education, health and care (EHC) plan

The school is part of a federation called Lambeth Nursery Schools Federation.

p.6

Pupils with an education, health and care (EHC) plan

The school currently uses no alternative provision.

p.6

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.

p.7

What does this mean?

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

p.7

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.

p.7

What does this mean?

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

p.7

What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

p.8

Exceptional

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

p.8

Strong standard

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

p.8

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.

p.8

Needs attention

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

p.8

Urgent improvement

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

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn . Store Street Manchester M1 2WD

p.8

Urgent improvement

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

p.9