Rosemary Lane Nursery School

Rosemary Lane Nursery School

Address: Rosemary Lane, Easington Village, Peterlee, County Durham, SR8 3BQ Unique reference number (URN): 113989

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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 achieve well due to the carefully planned curriculum. The focus on establishing the basics through the prime areas of learning means that children develop a secure knowledge of language, physical skills and social skills before moving on to primary school.

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Achievement Strong standard

Staff’s thorough knowledge of each child, their starting points and the progress that they are making through the curriculum, allows them to swiftly identify and address gaps in their learning. Those children with barriers to learning make sustained progress through the small steps identified for them. Leaders are aware of the knowledge and skills that children need to be ready for their next stage. Children are provided with the right opportunities to develop wider skills, such as resilience, self-care and listening skills. Children become curious and confident learners with high levels of independence, ensuring that they are well prepared for their transition into school.

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Attendance and behaviour Strong standard

Leaders set high expectations for all children. Children respond well to these. They know what is expected of them and they demonstrate a high level of self-discipline and self-control for their age. Routines are well established. This provides children with a sense of security, they know what is happening and why. Even the youngest 2-year-olds take part in tidying up and sharing snack, guided gently by staff. Children learn about the language of feelings. Staff skilfully support children to regulate their behaviour and emotions. As children progress through the school, they learn their own strategies to manage their behaviour. The school empowers children to do this with growing independence, ready for their move to primary school.

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Attendance and behaviour Strong standard

Leaders recognise that their work on anti-bullying starts by building children’s understanding of positive relationships. This is taught through books and stories in an age-appropriate way. Staff remain vigilant to any concerns.

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Attendance and behaviour Strong standard

The school faces several challenges when working to improve the attendance of its children. These include the different hours that children attend and the long distances that they have to travel. Leaders remain proactive in doing all they can to ensure all children attend regularly. Changes to the structure and timings of the school day, as well as bespoke support for families, has had a significant impact in ensuring children attend regularly. Relationships between school and home help to build trust and the positive attendance habits that children will need as they move to primary school.

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Curriculum and teaching Strong standard

The curriculum is ambitious. It is deliberately, and carefully, sequenced to ensure all children make the best possible progress through the curriculum. Staff are knowledgeable about the progression of the curriculum that they teach. They are skilled in delivering it. Staff check children’s understanding very carefully. They identify clear next steps for children's learning, offering experiences and activities to address any gaps. Leaders have carefully considered the use of space and deployment of staff across the setting. Each area is designed appropriately for the needs, stage and age of the children. For example, each space has its own dedicated garden area. This ensures there is no limit to children’s learning, with more challenge and risk-taking opportunities available for those who need them.

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Curriculum and teaching Strong standard

Staff provide a variety of rich language experiences to build on children's growing range of vocabulary. The focus on establishing 2-way communication encourages children of all ages to communicate. The school is aware of children who may require more bespoke support, including those with special educational needs and/or disabilities. Staff use communication aids to support this engagement, responding quickly to children’s needs in the moment. Interactions between adults and children are of a high quality. This includes the use of open- ended questions and the promotion of turn taking.

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Inclusion Strong standard

Leaders are committed to ensuring the nursery is fully inclusive for all children and families. The school continually adapts to the needs of the children and the changing context of those who attend. This includes children with more complex special educational needs and/or disabilities (SEND), as well as children currently in care. Staff swiftly recognise children with additional needs and ensure timely support is in place. This enables them to have the best possible start. Staff work very closely with families and professionals to provide targeted activities which help children to make progress.

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Inclusion Strong standard

A dedicated team of SEND practitioners are skilled at working with children who have barriers to their learning. They expertly balance supporting children with encouraging them to develop independence. Focused targets and strategies are implemented through day-to- day interactions as well as very bespoke interventions. Leaders are forward thinking, continually developing the provision and their vision for inclusion.

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Inclusion Strong standard

The numbers of children in receipt of early years pupil premium funding changes significantly throughout the year. Leaders remain alert to identifying common and specific barriers to children’s learning, ensuring that the use of this fund is having a positive impact on every child.

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Leadership and governance Strong standard

Leaders have an in-depth knowledge of child development. This, alongside their awareness of the community they serve, enables them to provide a high quality of education and care. Leaders have a good oversight of the school. They are reflective and implement improvements swiftly to maintain a high level of provision. Governors work alongside leaders effectively. They use their expertise to support these improvements, always checking the impact of any actions that have been put in place. They are aware of their statutory responsibilities, remaining vigilant that the school is a safe place for children and staff alike.

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Leadership and governance Strong standard

Leaders are proud of the staff team. Staff are committed and passionate about their work. Staff are positive about the wide range of training and professional development they receive. This is well considered and aligns with the school’s priorities as well as the needs of the children who attend. Staff recognise the impact of this training, for example as part of their role in supporting children’s regulation. As well as their development, leaders care about the wellbeing of their staff. Staff feel valued and are supported to manage their workload.

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Leadership and governance Strong standard

Parents and carers hold the school in very high regard. They acknowledge that their children settle quickly and are happy to attend. Staff encourage parents to share children's learning from home. This provides continuity in children's learning and development between home and school.

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Leadership and governance Strong standard

There is a true sense at the school that everyone is working together to ensure that every child gets the chance they deserve to have the best possible start to their education.

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Personal development and wellbeing Strong standard

Children’s personal, social and emotional development is at the heart of the school's work. The school prioritises a focus on promoting children’s learning around keeping safe and healthy. Children are supported to learn about healthy lifestyles. Parents and carers are offered guidance on healthy eating and how to prepare and cut food safely. Wider aspects of the school day provide additional learning opportunities. For example, lunchtimes are used to teach children important social skills when sitting around a table to eat.

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Personal development and wellbeing Strong standard

Staff recognise the need to develop children's independence and self-care skills. Children learn about hygiene, washing their hands by themselves. They demonstrate independence through daily tasks, for example putting their aprons on. Even the youngest children attempt to put on their own shoes and socks, guided sensitively by adults to be successful.

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Personal development and wellbeing Strong standard

The pastoral offer is a strength of the school. Genuine care is shown for each child and every family. There is very much an individual approach in place to support each family. Parents are helped to understand aspects of their child’s development, for example the stages of play and how to support the regulation of children’s emotions. The has led to very positive relationships between home and school, with everyone working in the best interests of the children who attend.

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Personal development and wellbeing Strong standard

Children benefit from visits into the community. The school ensures these opportunities help to promote important learning, such as road safety skills. Visits further afield include a community day to the seaside. These wider opportunities are available to all children. Regular staff discussions ensure that every child’s talent and interests are identified so they can be provided with opportunities to experience or build on these.

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Personal development and wellbeing Strong standard

The school ensures that children have the opportunity to celebrate the uniqueness of themselves and others in preparation for life in modern Britain. This is primarily delivered through special events as well as carefully chosen texts and stories.

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

Children arrive happily and settle quickly at Rosemary Lane Nursery School. The nurturing environment provides children with a safe space to learn and explore. Activities are purposeful and exciting. Children are highly motivated. They enthusiastically join in, developing their curiosity and an eagerness to try new things.

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

Children are kind and considerate to others. They interact positively with their friends and the staff who look after them. Warm, caring relationships help the children to feel secure. Consistent routines and expectations set a high standard which the children live up to. They develop good listening skills, and with gentle instructions or support from staff learn how to manage their feelings and emotions.

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

Older children play cooperatively, accessing resources independently. They take care of the toys and equipment, knowing how to use them purposefully in their play. Younger children learn to play by copying each other. Investigative play opportunities help them to develop their creativity as they start to learn how to share. Staff encourage children's thinking. They join in children's play with enthusiasm to support their development further, for example creating large shapes out of wood to reinforce their mathematical understanding.

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

Parents and carers feel fully involved in their children’s education. The school actively listens and supports families. Workshops and parents events enable a shared, consistent approach between home and school.

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

The school is passionate that all children will achieve their full potential. Children with special educational needs and/or disabilities are supported to make positive progress from their starting points. All children are given learning opportunities and experiences, supported by skilled adults, which allows them to flourish. Children are well prepared to start the next stage of their journey in education.

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Next steps

Leaders should build on current strengths of the curriculum, using research-informed practice, to further deepen children’s understanding of diversity, reflecting the needs of the community they serve.

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About this inspection

The chair of the board of governors in this school is Charlotte Small.

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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

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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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 7 July 2026

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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%

Inspectors spoke with the headteacher, deputy headteacher and the wider staff team during the inspection. The lead inspector also met with representatives from the governing body, including the chair of governors, and spoke with a representative from 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 currently uses no alternative provision.

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0.0%

The school offers a before- and after-school wraparound offer. This is managed by the school.

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0.0%

At the time of the inspection, there were 95 pupils on roll.

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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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What does this mean?

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

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What does this mean?

The type of Special Educational Needs provision provided at the school (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

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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