Wallace Road Nursery School

Wallace Road Nursery School

Address: Wallace Road, Northampton, Northamptonshire, NN2 7EE Unique reference number (URN): 121786

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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 Expected standard

Most children leave the nursery working within age-appropriate expectations. Children with special educational needs and/or disabilities achieve alongside their peers and make meaningful progress from their starting points.

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Achievement Expected standard

Leaders identify children who need additional support and use checks to monitor how well they are achieving. This support helps children to close gaps in their early development and prepares them well for the transition to statutory schooling. Children learn to listen carefully, follow routines and take turns. With increasing independence, they learn how to manage their own self-care and emotional needs. They develop early mathematical knowledge and a love of books and songs. Children develop their physical skills and strengthen their coordination and control. This helps them to improve their balance and build small-muscle strength in their hands needed for mark making and early writing.

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Achievement Expected standard

Leaders work closely with partner schools to understand how best to prepare children for the Reception Year.

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Attendance and behaviour Expected standard

Leaders know children and families well and the barriers that affect attendance for individual children. Leaders work closely with families and external agencies to reduce these barriers and help children attend more often. Leaders’ approach is rooted in support. As a result, many children attend more frequently over time and are better able to access learning and develop relationships with their peers. Leaders have also strengthened monitoring processes and continue to raise expectations around attendance in preparation for children moving into statutory education.

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Attendance and behaviour Expected standard

Children learn in a calm environment where routines and expectations are increasingly established. They respond well to gentle reminders and praise. Staff help children understand their emotions, develop self-regulation and consider the impact of their actions on others. Should disagreements occur, staff help children resolve them quickly and understand how their actions affect others. Incidents of hurtful comments and derogatory language are rare because staff help children learn to use kind words and kind hands. Many children show positive attitudes to learning and sustain concentration when activities capture their interest. Those who need additional help to regulate their emotions receive additional support that helps them take part in nursery life, alongside their peers.

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Inclusion Expected standard

Staff work hard to help every child take part in all aspects of the nursery day. They adapt activities, resources and routines so that children can learn and play alongside their friends. For example, some children receive additional communication support, while others benefit from tailored interventions or resources matched to their stage of development. Staff use children's home languages and visual prompts to help children access learning and feel included in nursery life. Leaders continue to ensure that staff receive professional learning to meet the increasingly diverse needs of children who attend the nursery.

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Inclusion Expected standard

Home visits, regular communication and trusting relationships help staff understand children's experiences beyond the nursery gate. They work closely with families and other professionals to help children engage fully in nursery life. Children who face additional challenges, including those known to social care, receive thoughtful and well-considered support. Leaders are determined to minimise barriers that may impact a child's attendance and wellbeing.

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Inclusion Expected standard

Early years pupil premium funding is used to help children access experiences and opportunities they might otherwise miss. It provides targeted support, including communication and language work and enrichment activities. The funding also helps remove practical barriers to attendance for some families.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the nursery's strengths and the areas that require further development. Since the previous inspection, they have led significant changes to the curriculum, teaching and behaviour routines. They continue to develop staff understanding of early years pedagogy and how provision can be adapted to meet the increasingly diverse needs of the children in their care. Leaders ensure that professional learning for staff reflects the nursery's priorities.

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Leadership and governance Expected standard

Staff understand the rationale behind recent changes and speak positively about working at the setting. They value the support and guidance they receive and feel that leaders are considerate of their wellbeing and workload. Staff benefit from training and professional discussions with colleagues to help them deepen their understanding of the early years curriculum.

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Leadership and governance Expected standard

Governors know the nursery well and understand their statutory responsibilities. They receive regular information about leaders' work and undertake checks to assure themselves that this information is accurate. Governors provide both support and challenge to leaders and maintain a clear focus on the nursery's priorities for improvement.

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Leadership and governance Expected standard

Leaders make effective use of partnerships to support the nursery's development. They work closely with the local authority, neighbouring schools and early years specialists to strengthen curriculum development, teaching and leadership. This gives leaders access to a range of expertise and helps them make decisions that are in the best interests of children. As a result, improvement work remains focused firmly on helping children thrive and preparing them for the move to the Reception Year.

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Personal development and wellbeing Expected standard

Leaders place children's personal development and wellbeing at the heart of nursery life. Through stories, discussions and daily routines, children learn to recognise and manage big emotions. Staff help children understand how their actions affect others and encourage them to show kindness, empathy and respect. Children learn about healthy habits through regular physical activity, handwashing routines and healthy eating. They also learn about looking

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Needs attention

after the world around them, including the importance of recycling and not wasting resources.

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Needs attention

Safety is woven through nursery life. Children learn to take safe risks, including when climbing and balancing outdoors, and understand the importance of seeking help from trusted adults. Children consider road safety and fire safety through visits from the emergency services.

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Needs attention

Children understand simple ideas about democracy, fairness and responsibility through making choices, sharing resources and taking ownership of their environment. They learn about people, places and communities beyond their immediate experiences. Their home languages, cultures and family traditions are reflected in nursery life. Festivals and celebrations help children understand similarities and differences between people.

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Needs attention

Wider experiences broaden children's understanding of the world. Children enjoy farm experiences and immersive role-play activities. Families are invited to many events and celebrations. Community visits and seasonal events help children make sense of the world around them, while books, stories and discussions introduce them to people and places beyond their own experiences.

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Needs attention

Children who need additional support with communication, confidence, emotional development or relationships receive tailored help that enables them to participate fully in nursery life. Leaders recognise that some children need additional support to develop a sense of belonging and put thoughtful strategies in place to help these children build friendships, regulate emotions and experience success, alongside their peers. As a result, children grow in confidence, resilience and independence during their time at the nursery.

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Curriculum and teaching Needs attention

The curriculum does not identify precisely the knowledge and vocabulary that children at different ages and stages should learn over time. This affects how consistently staff deliver the curriculum and address gaps in children's early development. Occasionally, some children do not benefit from high-quality interactions during play and, therefore, miss opportunities to revisit and secure important learning.

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Curriculum and teaching Needs attention

Since the previous inspection, leaders have overhauled the curriculum to prioritise communication and language, personal, social and emotional development, and children's independence. Children enjoy familiar songs, action rhymes and circle games that develop listening, attention and turn-taking. They explore materials through creative activities and learn about the world through stories, visitors and topical issues. For example, children learn about the impact of the hosepipe ban and why the water tray cannot always be filled.

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Curriculum and teaching Needs attention

Most children become deeply engaged in their play and benefit from high-quality interactions with adults. For example, while building train tracks, children retell journeys to the beach. Children with an education, health and care plan benefit from precise interactions that help them develop concentration, early communication and familiar routines. However, some children remain on the periphery of play and miss meaningful opportunities to develop their communication and language.

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

At Wallace Road Nursery School, children arrive to a warm welcome from staff who know them well and their individual needs. Children's photographs form a natural part of nursery life. They often stop to look at them and talk with staff about their families and home experiences. This helps them feel safe and valued, and strengthens their sense of belonging.

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

Staff work closely with families, taking time to understand children's individual interests and circumstances. Parents and carers are highly appreciative of the nursery's work and describe staff as a source of support for the whole family. Some parents appreciate how the advice and guidance that they have received has helped them to become more confident parents. As a result, children experience joined-up support between home and nursery. They develop a sense of security, attend more often and get the most from their early education.

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

Children’s home languages, cultures and family experiences are reflected within the curriculum. Children, including those with special educational needs and/or disabilities and those who speak English as an additional language, approach familiar staff for support with confidence. They play with their friends in a calm and nurturing environment. Through daily routines, children show increasing independence in managing themselves. When difficulties arise, or unkind words are said, staff gently help children resolve any issues so that learning can continue.

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

During the day, children enjoy coming together for singing time and other shared learning experiences. In play, a few children do not always benefit from interactions that build on earlier learning. At times, adults are not clear about the knowledge, vocabulary and skills they want children to learn because some parts of the curriculum are not precise enough. As a result, these children do not have enough opportunities to revisit and practise key knowledge in readiness for their next stage of learning.

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Next steps

Leaders should continue to refine the curriculum and strengthen staff understanding of early years pedagogy, vocabulary development and curriculum delivery, so that staff are clear about the knowledge, vocabulary and skills that children should learn and build progressively over time. Staff should continue to prioritise children's communication and language development through daily routines and play. They should ensure that all children, particularly those who are less likely to join in, benefit from meaningful interactions that help them revisit earlier learning, participate, communicate and learn.

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Lead inspector:

Shaheen Hussain, His Majesty's Inspector

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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.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 14 July 2026

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About this inspection

The chair of the board of governors in this school is Emily Allsop.

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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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About this inspection

The inspection took place from 14 to 15 July 2026.

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About this inspection

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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About this inspection

Inspectors spoke with the headteacher, staff, local authority representatives, governors, parents and carers, and children during the inspection.

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About this inspection

Inspectors confirmed the following information about the school:

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About this inspection

The school has undergone significant changes since the previous inspection. The headteacher took up the post in April 2024. There is also a new chair of governors.

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About this inspection

The school uses no alternative provision.

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About this inspection

Headteacher : Tatyanna Antoine 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?

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 needs support 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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