Brearley Nursery School

BREARLEY NURSERY SCHOOL

Dates of inspection: 27 th to 29 th March 2000

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BREARLEY NURSERY SCHOOL

Inspection carried out under section 10 of the School Inspections Act 1996 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

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BREARLEY NURSERY SCHOOL

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. Brearley Nursery School - 1

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INFORMATION ABOUT THE SCHOOL

School address: Brearley Street Newtown Birmingham Postcode: B19 3XJ

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: Local Education Authority

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 15 th January 1996 Brearley Nursery School - 2

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INFORMATION ABOUT THE INSPECTION TEAM

Team members Area of learning responsibilities Aspect responsibilities Kathryn Forsyth Registered inspector English as an Additional Language Mathematics Knowledge and understanding of the world Creative development What sort of school is it? The schools’ results and achievements How well are pupils taught? How well is the school led and managed? Janet Garland Lay inspector Equal Opportunities Pupils’ attitudes, values and personal development How well does the school care for its pupils? How well does the school work in partnership with parents? Glynis Wood Team inspector Special Educational Needs Personal and Social Development Language and Literacy Physical Development How good are the curricular and other opportunities offered to pupils?

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INFORMATION ABOUT THE INSPECTION TEAM

The inspection contractor was: Schools’ Inspection Agency Education Development Unit St Martin’s College Rydal Road Ambleside Cumbria LA22 9BB

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INFORMATION ABOUT THE INSPECTION TEAM

Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints that are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to: The Registrar Inspection Quality Division

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INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House Brearley Nursery School - 3 33 Kingsway London WC2B 6SE Brearley Nursery School - 4

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PART A: SUMMARY OF THE REPORT 4 - 8

Information about the school How good the school is What the school does well What could be improved How the school has improved since its last inspection Standards Pupils’ attitudes and values Teaching and learning Other aspects of the school How well the school is led and managed Parents’ and carers’ views of the school

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HOW HIGH ARE STANDARDS? 9 - 11

The school’s results and achievements Pupils’ attitudes, values and personal development

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INFORMATION ABOUT THE SCHOOL

Brearley Nursery School is located in the Newtown area of Birmingham, approximately one mile from the city centre. There has been extensive renovation and enhancement of the area. The school is currently part of the Aston and Nechells Education Action Zone. The housing is mainly of 1960s tower blocks and maisonettes with recent additions of some shared ownership housing. The majority of children come from the immediate area. However, an increasing number come from some distance. The percentage of pupils known to be eligible for free school meals is well above the national average.

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INFORMATION ABOUT THE SCHOOL

The school serves a multi-cultural population. The majority of pupils are of black-Caribbean heritage with a significant number of mixed heritage and white European children. Other groups include Indian, Pakistani, Vietnamese and African children. There are 104 children in the nursery, 53 boys and 51 girls. All children attend on a full-time basis. The percentage of children identified as having special educational needs is above the national average.

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INFORMATION ABOUT THE SCHOOL

There have been a number of changes since the time of the last inspection. These include the appointment of a new headteacher and the school has taken responsibility for some aspects of its budget.

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INFORMATION ABOUT THE SCHOOL

Assessments on entry show that many children enter the nursery with a low level of attainment.

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HOW GOOD THE SCHOOL IS

Brearley Nursery School is an outstanding school that provides high quality learning experiences for young children. Standards have improved since the time of the last inspection. Children achieve exceptionally well and attain standards above the expectations for children of their age. Teaching is very good. Staff have a very good understanding of the needs of children and provide exciting and purposeful activities which take account of children’s interests. Partnerships with parents are a strength of the school. There is a strong culture of mutual respect between school and home. Children and their families are valued unconditionally. The school is exceptionally well led and managed for the benefit of the children. All staff share a common purpose and put children and their achievements first.

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What the school does well

• Children achieve exceptionally well in personal and social skills, mathematics, language and literacy, information technology and art. • There is a high proportion of very good and excellent teaching. • The headteacher provides outstanding leadership. • Assessments of children’s achievements are very well used to inform teaching. • The school’s procedures for checking how well it is doing are excellent and have improved standards and teaching. • The school has a very strong partnership with parents. • The curriculum is exciting, purposeful and takes account of the needs and interests of young children • Staff know the children very well and appreciate the individuality of children. • Children love school.

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What could be improved

• More opportunities for music to be used to enhance children’s creative development. The areas for improvement will form the basis of the governors’ action plan.

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What could be improved

The school has many strengths. There are no areas of major weakness, but there is one minor point for consideration to improve provision further.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has made very good progress since the last inspection in January 1996. The school has improved standards and continued to improve the quality of teaching and learning for all children. It has developed and extended the successful partnership with parents and plans are in place to extend this partnership throughout the local community. The school has introduced a ‘well-being’ project that has been Brearley Nursery School - 6 successful in improving social development for all children. Development work continues on the provision for outdoor play. The school grounds have been improved to provide a high quality outdoor classroom. The nursery received a National Primary Award in 1998 for the quality of its outdoor environment. The school has been successful and continues its work with parents to ensure that children attend school from 9am until 3pm each day. The school development plan has been improved and appropriate priorities are

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STANDARDS

The table summarises inspectors’ judgements about the achievements of pupils in relation to the national early learning goals by the time they leave the school.

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Performance in: Key

language and literacy B well above average A mathematics B above average average B C personal and social development B below average well below average D E other areas of the curriculum B

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Performance in: Key

Most children start nursery with very limited skills. The school provides high quality education that ensures children achieve exceptionally well. Most children are likely to attain above the expected goals for children of their age, in all areas of learning, by the time they leave the school. Children with special educational needs are identified at an early stage and receive very good support within school to ensure they make very good progress in their learning. For those children who speak English as an additional language, thorough assessments are carried out and these inform the type of support required. These children make very good progress in their learning and use of the English language.

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Performance in: Key

Personal and social development is a strength of the school and children achieve well. Most children are confident and establish effective relationships with other children and adults. Many are able to concentrate and persevere even though they may find some activities challenging. In one class, children made their own sandwiches for a bear hunt. Many struggled in using knives to butter and cut the bread, but with careful support from the staff and perseverance they all managed to do it for themselves.

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Performance in: Key

The development of language and communication are central to the work of the school. Children enjoy books and many choose to share books and look at books whenever the opportunity arises. Many children recognise their name and know the initial letter and sound of their name. Children see writing as purposeful and most are confident in using symbols, familiar words and letters to communicate meaning.

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Performance in: Key

In mathematics, the teachers and nursery nurses provide very well matched work to the needs of individual children and this encourages high achievement. Through practical activities, children understand and record numbers. Children frequently use numbers in their play and in conversations with other children.

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Performance in: Key

The standards children achieve in information technology and art are high. They are confident in using computers, tape recorders and a range of materials and tools in their work. In art, children are quick to master the techniques and use them in their own work.

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Aspect Comment

Attitudes to the school Children’s attitudes are excellent. Children come to school happily, look forward to their day and concentrate on tasks as soon as they arrive. Behaviour, in and out of classrooms Very good. There is a spirit of co-operation and friendly play throughout the school. Personal development and relationships Excellent. Children work together with minimal supervision and they behave in a mature way. Children are allowed time to grapple with difficult tasks, such as serving spaghetti at lunchtime, and persevere until they are successful. Relationships between staff and children and between children are exemplary. Brearley Nursery School - 7 Attendance Very good. Parents are conscientious about bringing their children to school and providing an explanation if they are absent.

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Teaching of pupils:

Lessons seen overall Very good Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that the teaching is adequate and strengths outweigh weaknesses.

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Teaching of pupils:

There is a significant amount of excellent teaching. One lesson in every five is excellent and seven out of every ten lessons are good or better. One lesson in every ten is satisfactory. No lesson is less than satisfactory. The nursery nurses make a significant contribution to the quality of teaching in the school.

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Teaching of pupils:

All staff with a teaching commitment have a very good understanding of how young children learn, and this knowledge is used well when planning activities. The teachers and nursery nurses keep very detailed records and photographic evidence of the children’s work and experiences at different stages of completion. This is used effectively by teachers to re-visit experiences with children in order to clarify, deepen and strengthen understanding. Staff plan for activities that are based on what children find interesting, stimulating, puzzling or challenging. This ensures that activities are meaningful and children are highly motivated to take part in activities provided. The good quality displays convey to children that their efforts, intentions and ideas are taken seriously. This has a significant impact on the children’s attitudes to school and their work. Children are confident and keen to ask questions and are always keen

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Teaching of pupils:

Teachers and nursery nurses listen very carefully to children. They take time with children and, through good planning and skilful intervention, encourage children to take part and learn effectively. Activities are always well structured and classrooms are well organised to support children in being independent. Staff promote a secure and positive ethos in classrooms which ensures children’s achievements flourish.

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Teaching of pupils:

The teaching of language, literacy and mathematics is very good. Activities set in these areas of learning are always purposeful and often exciting. The environment is steeped in language, literacy and mathematics and children are frequently seen using and exploring books, writing and number.

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Teaching of pupils:

The teaching of personal and social development is very good. A particular strength is the use of the assessment information on children’s well-being to support a structured approach to achieve the successful social and emotional development of vulnerable children.

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Teaching of pupils:

The teaching of art is excellent as children are taught skills and techniques well.

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Aspect Comment

The quality and range of the curriculum Very good. The curriculum is well structured and takes accounts of children’s needs and interests. Activities are purposeful and rich in first hand experiences. Appropriate emphasis is given to personal and social development, language, literacy and mathematics. School visits are very well used to support learning. There are few opportunities for children to express themselves through music. Provision for pupils with special educational needs Very good. Staff know the children very well and plan effectively for each child’s individual learning requirements. The school responds quickly to any area of particular difficulty. The school has very good links with external agencies that support children with special needs. Provision for pupils with English as an additional language Very good. Some staff at the school speak a number of different languages and opportunities are provided for children to develop and

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Aspect Comment

use their home language in their play and learning. Learning opportunities are well planned to help children develop their English. Provision for pupils’ personal, including spiritual, moral, social and cultural development Excellent. This area of learning is given high priority. Staff plan activities and provide an environment which ensures the children are valued and held in high esteem. How well the school cares for The school provides a safe, stimulating and caring environment where Brearley Nursery School - 8 its pupils each child is unconditionally valued. The monitoring of academic progress and personal development is excellent. Detailed records of children are used effectively to support further learning and development.

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Aspect Comment

The school has built a very strong partnership with parents. There is great pride in the school locally.

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Aspect Comment

Leadership and management by the headteacher and other key staff The school is exceptionally well led and managed for the benefit of the children. The headteacher and acting deputy headteacher give very strong educational direction for the school. Teamwork is a strong and highly effective feature of the school. How well the governors fulfil their responsibilities There is no governing body.

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Aspect Comment

The school’s evaluation of its performance The school has excellent systems for evaluating how well it is doing. All staff are constantly reflecting critically on what they can do to improve teaching and provision in the school. The strategic use of resources The school makes the best use of all its available resources to promote high quality experiences for the children. The school’s spending relates directly to priorities for improvement and benefit for the children.

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Aspect Comment

The school is well staffed by teachers, nursery nurses and learning support assistants who have appropriate qualifications and training for working with young children. The staff at the school have made very good use of high quality professional training. The accommodation is very good and is used effectively to promote learning. The school environment, both inside and outdoors, is given high priority. It provides the structure for learning within which children explore, investigate, and make decisions for themselves. Learning resources are very good.

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Aspect Comment

The local education authority is responsible for most aspects of the school’s budget. The school budgets well for areas of spending for which it has responsibility. Spending decisions relate directly to priorities for improvement and benefit for children.

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What pleases parents most What parents would like to see improved

• School is very welcoming • Teaching is very good • Children like coming to school • Children’s profiles that give a clear picture of the good progress children make in school. • There are no areas about which parents are unhappy

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What pleases parents most What parents would like to see improved

The inspection team agrees with the comments made by parents. Brearley Nursery School - 9

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The school’s results and achievements

1. Most children start nursery with very limited skills. The school provides high quality education that ensures children achieve exceptionally well. Most children are likely to attain above the expected goals for children of their age in all areas of learning by the time they leave the school. Children with special educational needs are identified at an early stage and receive very good support within school to ensure they make very good progress in their learning. For those children who speak English as an additional language, thorough assessments are carried out and these inform the type of support required. These children make very good progress in their learning and use of the English language.

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The school’s results and achievements

2. Personal and social development is a strength of the nursery. Most children quickly gain in confidence and establish effective relationships with adults and other children. They demonstrate independence in selecting activities in their classroom, in dressing for physical education and personal hygiene. The children’s ability to persevere and complete tasks to the best of their ability is a notable feature of the work seen in class. The school’s monitoring of children’s well-being is a significant factor in supporting the development of individual children in this aspect of learning.

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The school’s results and achievements

3. The development of children’s language and communication skills are central to the work of the nursery and children achieve exceptionally well. Children enjoy books and many choose to share books and look at books whenever the opportunity arises. Many children recognise their name and know the initial letter and sound of their name. Children see writing as purposeful and most are confident in using symbols, familiar words and letters to communicate meaning.

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The school’s results and achievements

4. Children achieve well in mathematics and many are likely to attain standards that are above average. Mathematics is often used by children as an integral part of activities inside and outside the classroom. Most children recognise and use numbers to 10 and many are familiar with larger numbers from their everyday lives. Many children use mathematical language, such as circle, square, triangle, behind, in front of, bigger than and more to describe shape, position, size and quantity. Some children are confident in naming three-dimensional shapes such as cuboid, cube and sphere. Children are keen and excited in finding out the names of such shapes. The school has identified a group of children who have the potential for high attainment in mathematics. This group receive appropriately challenging work and make very good progress.

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The school’s results and achievements

5. In knowledge and understanding of the world, children achieve well and many are likely to attain standards that are above those expected for children of this age. Most children talk confidently about where they live, their environment and their families. The school has very strong links with parents and carers of the children and these are well used to support this area of learning. The nursery provides many opportunities for children to experience visits into the environment. These visits ensure that children explore and become familiar with living things, objects and events in the natural and man-made world. Children are confident users of both the tape recorder and computer. Most children can operate a mouse on the computer and understand the meanings of the words cursor, keyboard and monitor. Children have access to tape Brearley Nursery School - 10 recorders in all teaching areas and many choose to listen to pre-recorded stories.

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The school’s results and achievements

Most children can operate the play, rewind and fast forward buttons.

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The school’s results and achievements

6. The standard of work in the area of physical development is above average. All children are likely to attain the desirable learning outcomes in this area of learning by the time they reach compulsory schooling at five years of age. Children move confidently and imaginatively, they follow basic safety rules and generally avoid collisions when moving around. They are well co-ordinated and use space effectively. The variety of climbing apparatus enables children to work at their own level, the trim trail providing necessary challenge for the more able.

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The school’s results and achievements

7. Children are very good at handling small tools such as scissors, pens, pencils, paintbrushes and cutters. They use malleable materials such as clay, and know how to use ‘slip’. They use the cutters as required and are encouraged to observe carefully and think about shapes used. There are many opportunities for using construction resources. They are able to join, build, balance and adapt, as they need. Children challenge each other and compare heights of towers and, using problem solving skills, work out how additional pieces of equipment can be added without the construction collapsing. There are many other opportunities for children to develop hand-eye co-ordination skills through jigsaws, matching games, fastening and unfastening coats and using knives, forks and spoons at lunch times.

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The school’s results and achievements

8. Children’s achievements in art are of a very high standard and this is due to the excellent teaching in this area of learning. In art work, children produce high quality work in colour mixing and in clay modelling. They are confident in using a range of materials and tools in their work. In clay work, children are taught scoring techniques and ways of moulding the clay in order to make it thinner. Children are quick to master the techniques and use them in their own work. Teachers are very effective in questioning children to encourage them to look closely at their work and to make improvements if they feel it is appropriate. The opportunities for imaginative play are very good and children respond well by using their imagination and working well together in pairs or in small groups.

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The school’s results and achievements

9. Stories are an important part of the school day. Stories are always well read and used effectively to encourage children to listen, observe and use their imagination. Stories such as ‘We’re going on a bearhunt’ are used in many different ways to stimulate children’s imagination. In one class, children organised their own bearhunt. This experience was magical for the children. They organised what they needed to take, made their own sandwiches and planned their route. The children’s response to the activity was excellent: all the children were excited, involved and communicated their ideas and feelings in lots of different creative ways.

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The school’s results and achievements

10. There were limited dance and musical activities observed during the inspection. All classrooms had a selection of musical instruments and taped music available. A few children selected these activities, although most children did not stay at these activities for any sustained period of time. One group of children listened to the music of Peter and the Wolf with their teacher and nursery nurse. Most children copied the movements of the adults, but the activity was not extended for children to express their ideas or communicate their feelings.

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Pupils’ attitudes, values and personal development

11. Pupils’ attitudes to school are excellent. Even the youngest pupils come to school Brearley Nursery School - 11 happily, looking forward to their day and concentrate on their tasks as soon as they arrive.

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Pupils’ attitudes, values and personal development

12. The behaviour shown in classes, in independent work and in the playground is very good. Pupils respond very well to the school’s careful approach to their likes and dislikes and a spirit of co-operation and friendly play is evident throughout the school.

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Pupils’ attitudes, values and personal development

13. Personal development is also excellent. Pupils work in pairs at the computer with minimal supervision. They are absorbed in interesting observations and problem solving and they show that they can behave in a mature way, looking after the equipment they use and tidying away afterwards. Pupils are allowed time to grapple with difficult tasks, such as serving themselves with spaghetti at lunchtime, and they persevere until they are successful. Their views are sought on all sorts of subjects and they are able to voice an opinion.

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Pupils’ attitudes, values and personal development

14. The relationships both between pupils and between staff and pupils are exemplary, and pupils from different backgrounds play and work together in harmony. Pupils are shown how their actions affect others and respond very well.

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Pupils’ attitudes, values and personal development

15. Attendance is very good, and parents are conscientious about bringing their children to school and providing an explanation if they are absent.

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HOW WELL ARE PUPILS TAUGHT?

16. The quality of teaching and learning is very good overall. There is a significant amount of excellent teaching. One lesson in every five is excellent and seven out of every ten lessons are good or better. One lesson in every ten is satisfactory. No lessons are less than satisfactory. The nursery nurses make a significant contribution to the quality of teaching in the school.

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HOW WELL ARE PUPILS TAUGHT?

17. All staff with a teaching commitment have a very good understanding of how young children learn, and this knowledge is used well when planning activities. All staff have very high expectations for the children. The teachers and nursery nurses keep very detailed records and photographic evidence of the children’s work and experiences at different stages of completion. This information provides very good quality documentation of the children’s experience and efforts, which is displayed around the school. This is used effectively by teachers to re-visit experiences with children in order to clarify, deepen and strengthen understanding. It also encourages the staff to plan future work based on the evaluation of work as it progresses. Planning decisions are based on children’s responses to previous work covered that the children have found interesting, stimulating, puzzling or challenging. This ensures that activities are

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HOW WELL ARE PUPILS TAUGHT?

meaningful and children are highly motivated to take part in activities provided. The good quality displays convey to children that their efforts, intentions and ideas are taken seriously. This has a significant impact on the children’s attitudes to school and their work. Children are confident and keen to ask questions and are always keen to do their best.

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HOW WELL ARE PUPILS TAUGHT?

18. Teachers and nursery nurses listen very carefully to children. They take time with children and, through good planning and skilful intervention, encourage children to take part and learn effectively. Skills such as cutting and folding, as well as specialised techniques such as using slip in clay work are taught well. Children who struggle initially in learning such skills are sensitively coached so that they are Brearley Nursery School - 12 eventually able to manage for themselves. Activities are always well structured and classrooms are well organised to support children in being independent. Staff promote a secure and positive ethos in classrooms which ensures children’s achievements flourish.

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HOW WELL ARE PUPILS TAUGHT?

19. The teaching of language and literacy and mathematics is very good. The environment is steeped in language, literacy and mathematics and children are frequently seen using and exploring books, writing and number. Activities set in these areas of learning are always purposeful and often exciting. Staff are very good role models and make best use of all day-to-day activities to promote language and number. Children listen carefully to the adults they work with and copy the language they use. Stories are very well used to stimulate children’s imagination and develop aspects of learning. The work emerging from the story of the bear hunt was of a very high quality. The children were engrossed in the story and extremely excited about organising their own bear hunt.

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HOW WELL ARE PUPILS TAUGHT?

20. The teaching of personal and social development is very good. A particular strength is the use of the assessment information on children’s well-being to support a structured approach to achieving the successful social and emotional development of vulnerable children. The very positive approach to behaviour ensures that children are developing an effective understanding of the difference between right and wrong.

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HOW WELL ARE PUPILS TAUGHT?

21. The teaching of art is excellent. Staff have very high but realistic expectations for the children. Children are taught a number of techniques such as colour mixing and various techniques associated with clay work. Teachers are very effective in questioning children to encourage them to look closely at their work and improve if they feel it is appropriate. In the clay activity seen, the teacher encouraged both the child modelling the clay and the child who was the model to evaluate the clay face and suggest improvements. This was very effective as both children agreed that the model face would be better if some small adjustments were made to the eyes.

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HOW WELL ARE PUPILS TAUGHT?

22. Opportunities to observe music were limited. However, lesson observations and analysis of teachers’ planning reveals that this aspect of learning is not always fully explored to promote the development of children’s imagination.

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PUPILS?

23. The school is effective in covering the six areas of learning in the curriculum for children under five. Activities set are very good, interesting and motivating and promote high standards of attainment. The curriculum focuses appropriately on personal and social development, language and literacy and mathematics. Resources and accommodation, both internal and external, enrich the curriculum. The exciting literate environment stimulates children’s learning. The school is highly successful in creating a positive atmosphere in which children feel secure, valued and appropriately challenged.

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PUPILS?

24. The provision for personal and social education is very good and is a strength of the nursery. The nursery gives this very high priority across the curriculum. The philosophy and ethos of the nursery is carried out in practice, valuing children, teachers, support staff, parents and carers and the wider community. Children are encouraged to be independent learners. Classroom organisation, which includes Brearley Nursery School - 13 accessible and well-labelled resource storage, further encourages independence and initiative. The equal opportunities policy is very well implemented. Behaviour is very good. Children are developing an understanding of the difference between right and wrong and staff take time to explain the reasons why some behaviour is unacceptable and the impact it has on others. Children listen carefully and respond well to this.

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PUPILS?

25. There were limited musical activities observed during the inspection. Analysis of planning shows that this area of learning does have such a high profile as others. Musical activities are not always sufficiently extended in order for children to express their ideas or communicated their feelings.

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PUPILS?

26. Extra-curricular provision is very good. It includes local visits into the community and beyond, developing education and business partnerships to ensure that both parties benefit. For example, the education staff at the castle and zoo will come into school to talk to the children, and nursery staff will take the children’s work to the castle and zoo centre and will create displays for the benefit of other users. The nursery also takes children on an annual residential visit to a farm. This visit is for five days and is managed by the nursery staff. Mid-week the nursery organises a mini-bus to take parents and carers to the farm for an evening visit. Whilst the children are asleep, the parents look around the farm, thus enabling them to make full use of their children’s experiences in discussion on their return.

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PUPILS?

27. The links with the community are strong and continue to develop. The ‘Stay and Play’ provision for those children under 4 years of age is held once a week in the community room, and is managed by a nursery nurse. Activities are provided for children and parents. This is well received by parents and carers and clearly enjoyed by the children, many of whom have brothers and sisters or cousins in the nursery.

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PUPILS?

28. A toy and book lending library is co-ordinated by the acting deputy headteacher. This is well supported by two parents who run the service. Another parent has set up a database for the recording of toy and book loans. All children who attend the nursery have access to this service, and although it is expected that parents or carers will attend with their child to choose a toy or book, should they be unable to attend a member of staff will accompany the child. The lending library is also available to those outside the nursery.

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PUPILS?

29. The nursery staff run workshops for parents, for example, ‘Making Playdough’. Parents found this not only enjoyable but also very practical, and felt positive and supported in knowing how they can use it to support their child’s learning.

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PUPILS?

30. The nursery has Internet access and its own ‘home page’. At present, this is in limited use, but it is planned to be used to contact children in other nurseries, as well as using it to further support children’s learning and skill development.

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PUPILS?

31. The links with other schools and colleges, including initial teacher training colleges, are strong and are seen by all parties as mutually beneficial. The nursery hosts a number of students and is also involved in projects with college tutors. The school has very good links with colleges through involvement in the ‘well-being’ project and Effective Early Learning Project. This involvement has supported professional development of staff and supported improvements to teaching.

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PUPILS?

32. Children’s emotional, moral, social and cultural development are well promoted. Staff value children’s contributions in discussions and in recorded work. They listen to Brearley Nursery School - 14 them with genuine interest. Children are developing an understanding of right and wrong and are sensitive to the needs of others. The nursery values family cultures and faiths and includes this in the curriculum. Spiritual development is good. The school ensures that time is allocated for children to reflect on special moments and celebrate a variety of religious festivals.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

33. The school provides a safe, stimulating and caring environment for pupils and has academic achievement at the forefront of its philosophy. The monitoring of academic progress and personal development is excellent, with detailed records kept on each child. Child protection procedures are well known and managed and health and safety precautions are very good.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

34. Educational and personal support is likewise excellent, with teachers knowing the children well, and all staff, including lunchtime supervisors and the indispensable caretaker, subscribing to the school’s excellent ethos.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

35. Procedures for monitoring attendance are good, and parents are well aware of the school’s expectations.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

36. The rules of behaviour are well known and well practised by the teachers and nursery nurses, who guide pupils in an unobtrusive way, creating a happy atmosphere.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

37. Procedures for assessment and planning are excellent, and the curriculum is responsive to the interests of the pupils.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

38. The school has built a very strong partnership with parents. During the inspection several parents came unbidden to voice their approval and appreciation of the way the school teaches and cares for their children, and the way they are kept informed of progress. This was also reflected in both the parents’ questionnaires and the meetings held for parents. There is great pride in the school locally, reflected in a remarkable lack of vandalism in this inner city area.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

39. Parents were one hundred per cent in favour of the school’s welcoming approach, the fact that their children like school and that the teaching is good.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

40. Parents particularly like the personal profile, which is presented to them as a record of children’s achievements and development. The widespread use of photographs throughout the school enhances these profiles and gives parents a visual reference to all the activities their children are involved with as they are displayed throughout the school.

p.16

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

41. Parents react well to the various initiatives by school, such as Stay and Play, and there is a portage group, which has made a promising beginning in sharing skills with parents so that they can help their children.

p.16

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

42. Parents respond well to the school’s ideas for helping at home and like the curricular initiatives which are being started, such as the school’s own website which contains Brearley Nursery School - 15 useful tips, such as recipes for home-made playdough.

p.16

HOW WELL IS THE SCHOOL LED AND MANAGED?

43. The headteacher and acting deputy headteacher give very strong educational direction to the school. Both are very effective leaders and lead by example to promote high standards in all aspects of school life. Teachers and nursery nurses work exceptionally well together to promote the school’s aims and values, and to provide high quality experiences for the children. All staff have very high, but realistic expectations for the children. This belief that the children can achieve high standards is seen in all aspects of school. In lessons, if a child struggles, teachers and nursery nurses gently coax and coach children so that they are able to achieve. For the more confident and competent children, activities are set up to be very challenging and children are encouraged to solve problems for themselves. The strong teamwork encourages staff to talk together and evaluate what is effective teaching and learning

p.17

HOW WELL IS THE SCHOOL LED AND MANAGED?

in their school. Staff are constantly striving to improve on the existing high standards.

p.17

HOW WELL IS THE SCHOOL LED AND MANAGED?

44. All staff, including nursery nurses, have a responsibility for an area of learning or aspect of learning. All staff are clear about their responsibility and the expectations of their role. Staff work well to support each other in planning and in the delivery of the curriculum. Everyone has a good understanding of the strengths within their area of responsibility and what needs to be done in order to improve standards further. All staff are highly motivated and many are very effective in influencing staff. Very good use has been made of high quality professional training. The school’s involvement in the Effective Early Learning Project has made a significant impact on the way in which teachers plan and deliver the curriculum.

p.17

HOW WELL IS THE SCHOOL LED AND MANAGED?

45. The procedures for monitoring and evaluation are excellent. The headteacher leads this aspect of work but all staff are involved in carrying out their own monitoring of the provision within their own classroom areas. Teachers and nursery nurses monitor the effectiveness of their classroom management and organisation on a regular basis. This information is evaluated and shared with the whole staff and adjustments made as appropriate. As the staff have a clear understanding as to what constitutes effective teaching and learning, the monitoring and subsequent evaluation carried out by the headteacher is well understood and valued by staff. Areas for improvement are planned for thoroughly and effective action is implemented swiftly. This work has improved the quality of teaching.

p.17

HOW WELL IS THE SCHOOL LED AND MANAGED?

46. There is no governing body. The headteacher and acting deputy headteacher receive good quality support and advice from various departments within the Local Education Authority. The school adviser is a regular visitor to the school and she has a very good understanding of the school.

p.17

HOW WELL IS THE SCHOOL LED AND MANAGED?

47. The school makes very good use of its resources. Learning resources are good for all areas of learning. The accommodation lacks a hall area. The staff have given careful consideration to the use of space, and all areas of the school are used to the best effect in order to ensure that the curriculum is taught effectively. The school grounds have recently been developed and provide an outstanding resource for learning.

p.17

HOW WELL IS THE SCHOOL LED AND MANAGED?

48. The school is part of the Aston and Nechells Education Action Zone and has benefited from additional funding to support staff development and the toy and book lending library. The school has also received support from an early years co- ordinator. The school is used as a model for good nursery practice within the zone Brearley Nursery School - 16 and receives many visitors from other schools.

p.17

HOW WELL IS THE SCHOOL LED AND MANAGED?

49. The headteacher has been very successful in improving the school development plan since the last inspection. Appropriate priorities are identified, and planned action costed. Although the school does not have a fully delegated budget the principles of best value are applied to areas of spending.

p.18

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

50. Brearley Nursery School is a very successful school and achieves high standards. There are no major areas of weakness, but the school should consider the following minor weakness:

p.18

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

1. In order to further improve provision for creative development the school needs to: • provide more opportunities for children to express and communicate their ideas and feelings through music and movement. Brearley Nursery School - 17

p.18

51. Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 17

p.19

52. Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

p.19

52. Summary of teaching observed during the inspection

17 25 46 12 0 0 0 The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

p.19

53. Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 104

p.19

53. Information about the school’s pupils

Number of full-time pupils eligible for free school meals 47 FTE means full-time equivalent.

p.19

53. Information about the school’s pupils

Number of pupils with statements of special educational needs 2

p.19

53. Information about the school’s pupils

Number of pupils on the school’s special educational needs register 28

p.19

53. Information about the school’s pupils

English as an additional language No of pupils

p.19

53. Information about the school’s pupils

Number of pupils with English as an additional language 8

p.19

53. Information about the school’s pupils

Pupil mobility in the last school year No of pupils

p.19

53. Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 7

p.19

53. Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 6

p.19

54. Attendance

School data 4 School data 0 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Brearley Nursery School - 18

p.19

55. Teachers and classes 56. Financial information*

Qualified teachers and support staff Financial year 1998-99

p.20

55. Teachers and classes 56. Financial information*

Total number of qualified teachers (FTE) 4.8

p.20

55. Teachers and classes 56. Financial information*

Number of pupils per qualified teacher 21.6 £

p.20

55. Teachers and classes 56. Financial information*

Total number of education support staff 6 Total expenditure 28,077

p.20

55. Teachers and classes 56. Financial information*

Total aggregate hours worked per week 196 Expenditure per pupil 270

p.20

55. Teachers and classes 56. Financial information*

Balance brought forward from previous year 12,619

p.20

55. Teachers and classes 56. Financial information*

Number of pupils per FTE adult 9.6 Balance carried forward to next year 15,189 FTE means full-time equivalent.

p.20

55. Teachers and classes 56. Financial information*

* The school does not have a fully delegated budget. The figures above cover only those areas for which the school has responsibility. Brearley Nursery School - 19

p.20

57. Results of the survey of parents and carers

Percentage of responses in each category

p.21

57. Results of the survey of parents and carers

Strongly agree Tend to agree Tend to disagree Strongly disagree Don’t know

p.21

57. Results of the survey of parents and carers

My child is making good progress in school. 70 30 0 0 0

p.21

57. Results of the survey of parents and carers

Behaviour in the school is good. 67 27 0 0 7

p.21

57. Results of the survey of parents and carers

My child gets the right amount of work to do at home. 30 39 17 9 4

p.21

57. Results of the survey of parents and carers

I am kept well informed about how my child is getting on. 70 23 7 0 0

p.21

57. Results of the survey of parents and carers

I would feel comfortable about approaching the school with questions or a problem. 83 13 3 0 0

p.21

57. Results of the survey of parents and carers

The school expects my child to work hard and achieve his or her best. 80 20 0 0 0

p.21

57. Results of the survey of parents and carers

The school works closely with parents. 70 27 3 0 0

p.21

57. Results of the survey of parents and carers

The school is well led and managed. 73 23 3 0 0

p.21

57. Results of the survey of parents and carers

The school is helping my child become mature and responsible. 67 30 3 0 0

p.21

57. Results of the survey of parents and carers

The school provides an interesting range of activities outside lessons. 61 32 0 0 7 Brearley Nursery School - 20

p.21

Personal and Social Development

58. The standards achieved in personal and social development are good. All children are likely to attain the desirable learning outcomes by the time they reach compulsory schooling at the age of 5 years, and some progress beyond. The progress of children with special educational needs is very good. The children are well supported and resources used are appropriate to their specific requirements. Children for whom English is an additional language are also appropriately supported. The policy of the nursery to put children who share the same home language together in the same class and, wherever possible, to match their language to an adult with the same language, further supports these children, particularly in this area of learning.

p.22

Personal and Social Development

59. Social development is given a high priority and is a strength of the nursery. Children are confident and independent. They change for physical education and dress for outdoor play, mostly unaided, through the sensitive encouragement of staff. They carefully help serve their lunch and pour drinks at snack time. The children have self respect and demonstrate respect to both staff and their peers. They are sensitive to the needs of others, including those children who have special educational needs and those for whom English is an additional language. Should a child be upset, others will show concern and care, offering friendship, a hug or a tissue as required. Staff plan festivals and cultural traditions of many world faiths into the curriculum and ask visitors of that faith to come in and talk to the children or share a particular aspect of their culture with them.

p.22

Personal and Social Development

60. The quality and range of provision for personal and social development is very good and children respond exceptionally well to the provision. The quality activities provided support children’s development in working independently, in small groups and sometimes in larger groups. Many games and activities demand turn-taking, which children manage very well for their age; they demonstrate patience in waiting for a turn in a game or to use a certain resource, for example waiting for a turn to play skittles during outdoor play. Staff sensitively encourage children to persevere and finish tasks; they do this with a high degree of success. Children treat living things, property and their environment with great care; they hang their coats on their pegs, put away resources correctly, and take a pride in their stimulating indoor and outdoor accommodation.

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Personal and Social Development

61. The quality of teaching in this area of learning is very good. The desirable outcomes are comprehensively planned for over time. The philosophy and ethos of the nursery is put into practice by all members of staff who act as very good role models for the children. They work extremely well together and show respect for each other. Deployment is generally effective as are teaching methods and grouping of children for activities, some of which are child-initiated and some lead by the staff. The very positive approach to behaviour ensures that children are developing a very good understanding of the difference between right and wrong. The behaviour policy is implemented consistently throughout the school, and children are encouraged to take responsibility for their actions. The ‘well being’ programme, now embedded in practice, supports assessment of children in this area of learning. Children, and their

p.22

Personal and Social Development

work, are assessed regularly through direct observation and work scrutiny, in addition Brearley Nursery School - 21 to the well-being assessments. Staff use these records to identify individual targets for future learning.

p.22

Personal and Social Development

62. At the previous inspection, this area of learning was reported to be very good. Staff have maintained and improved in aspects of this area of learning.

p.23

Personal and Social Development

63. Children’s social, moral, spiritual and cultural development is fostered appropriately. The social and moral aspects are a great strength of the nursery.

p.23

Language and Literacy

64. The standard of work in language and literacy is above average and children achieve exceptionally well. All children are likely to attain the desirable learning outcomes in this area of learning by the time they reach compulsory schooling at 5 years of age. Assessments of children’s abilities on entry to nursery show that generally most children have very limited skills in literacy. However, when children leave the school many have achieved standards that are average or above average for their age. Children with special educational needs are well supported and their attainment and progress is good. Language and literacy is given a high priority in the educational programme.

p.23

Language and Literacy

65. Children listen attentively and with interest to stories, instructions, information and during discussion times. Children talk with confidence to each other and to adults about their experiences, and staff use these experiences to develop children’s ideas and interests. For example, a teacher working with individual children looked at an earlier visit to a castle and zoo. Photographs acted as prompts and each child was encouraged to talk about their experiences and interpretations. Sensitive teaching extended children’s thinking enabling them to make interesting contributions to a class ‘big book’ about the castle and zoo. All staff use correct and appropriate vocabulary and encourage children to do the same. Children use ‘dungeon’, ‘moat’, and in other areas of learning use ‘cuboid’ correctly. Staff and children use correct terminology when using the computer to support learning, for example program,

p.23

Language and Literacy

66. The provision for role-play is very good. Children make good use of role-play areas such as ‘the office’ and ‘the home’; they have ready access to dressing up clothes and resources, and effectively make up stories. Children enjoy books and are able to handle them appropriately, turning pages from front to back and demonstrating that print carries meaning. They use pictorial cues and ‘read’ favourite stories to each other using very expressive voices and asking appropriate questions of their audience. They show delight, apprehension, joy and sympathy as they listen carefully to stories read to them.

p.23

Language and Literacy

67. The nursery has focused on both speaking and listening and also on enhancing the provision for children to develop early writing skills. This aspect of language and literacy is now very good. Children’s writing is highly regarded by staff. It is valued at every opportunity and included in displays and books. Children take a pride in their writing and are eager to show visitors their work. They use symbols and letters in their writing. Most children recognise letters of the alphabet by shape, name and sound. They recognise their names and those of their peers. Staff use many opportunities in the daily routines of the nursery to give the children practice in recognising their names. Although children recognise individual letters, opportunities to develop syllable sounds and rhymes are less well planned for. Brearley Nursery School - 22 68. The quality of teaching is very good and in some cases excellent. Staff know the

p.23

Language and Literacy

requirements of this area of learning well. The activities planned to support children’s learning in language and literacy are comprehensive and address the desirable outcomes in a stimulating and interesting way. The environment created in the nursery is very stimulating and enhances the activity provision in many ways. The print-rich surroundings, in particular, encourage children to develop their literacy and language skills. Staff observe, assess and keep appropriate records of children’s attainment and progress in all aspects of this area of learning and use the information to inform their teaching.

p.24

Mathematics

69. Children achieve well in mathematics and many are likely to attain standards that are above average. Mathematics is often used by children as an integral part of activities inside and outside the classroom. Children are frequently seen counting and using number to solve problems when sharing or playing. Most children recognise and use numbers to 10 and many are familiar with larger numbers from their everyday lives. This confidence with number comes from the high quality provision provided in all classes and the very good teaching. Teachers and nursery nurses take every opportunity to promote number in their conversations with children and in the activities they organise in the school environment. Through these practical activities children understand and record numbers, and many show awareness of number operations such as addition and subtraction.

p.24

Mathematics

70. Many children use mathematical language, such as circle, square, triangle, behind, in front of, bigger than and more to describe shape, position, size and quantity. Some children are confident in naming three-dimensional shapes such as cuboid, cube and sphere. Children are keen and excited in finding out the names of such shapes. When working with children, the adults take every opportunity to use number or appropriate mathematical vocabulary. In one activity children were asked to choose which way they would like to cut their sandwiches, which they were making for the bear hunt. Children were shown sandwiches cut into halves or quarters in shapes such as rectangles and triangles. Most children were able to explain which shape they would use and how many sandwiches they would have when they cut up their bread.

p.24

Mathematics

71. Children of all abilities make very good progress in their mathematical development. Teachers keep accurate and useful assessment records of children’s progress. These records have helped staff identify a number of children who are very able in mathematics. This group of children come together once a week to work with a teacher and the headteacher. This group of children is offered a range of mathematical challenges. One child within the group has English as an additional language and the teachers are very effective in supporting language development within the mathematical activity. In one challenge set, the children were asked to build a tall structure using rolled up newspaper. This activity followed on from other activities, which were involved in finding out about different shapes. Through careful questioning, and encouraging children to look carefully at each other’s work, the teachers were successful in getting children to think about what they had found out in

p.24

Mathematics

previous sessions. Children soon remembered and realised that triangles are very rigid and would be a useful shape to use in their structures.

p.24

Mathematics

72. The children’s high achievement is a result of the very good teaching in mathematics Brearley Nursery School - 23 and the high quality provision in classrooms. Activities are exciting and meaningful to young children, and children have lots of opportunities to practise their mathematical skills. Teachers and nursery nurses have a very good understanding of how young children learn mathematics.

p.24

Mathematics

73. Resources are good and staff work well together to support one another. The school has devised a number of excellent mathematical trails in the school environment and in the local community. Classroom routines and organisation promote mathematics. For example, the writing areas set out in classrooms are also geared towards encouraging pupils to write numerals.

p.25

Mathematics

74. Children’s response to mathematics is excellent. Children are always keen to take part in mathematical activities and many are very excited about the activities set up by the staff.

p.25

Knowledge and understanding of the world

75. Children achieve well, and many are likely, by the age of five, to attain standards that are above those expected for young children. Most children talk confidently about where they live, their environment and their families. The school has very strong links with parents and carers of the children, and these are well used to support this area of learning. Children are encouraged to bring in photographs of themselves and their families. These are displayed in class or made into booklets that the children are able to browse through whenever they wish. Photographs of older brothers and sisters, when they were in the nursery, are used effectively in one class to encourage children to talk about their families and the activities they are currently doing in the nursery.

p.25

Knowledge and understanding of the world

76. The nursery provides many opportunities for children to experience visits into the environment. These visits ensure that children explore and become familiar with living things, objects and events in the natural and man-made world. Children understand that plants need water and light to grow and that some trees change according to the season. Children talk with great enthusiasm about the plants growing in the classrooms and about their visit to Sutton Park and their residential visit to the farm. Very good use is made of photographs and other evidence of the visits. Children frequently look back at the photographs to discuss their experiences and some children choose to write their own commentary under the photographs.

p.25

Knowledge and understanding of the world

77. In one activity, some children were able to create a circuit using a battery, crocodile clips, a bulb and wire. One child is able to introduce a switch into the circuit. Children are confident in using the correct terminology for the equipment, and most understand that they need to have power from the battery to light the bulb.

p.25

Knowledge and understanding of the world

78. Computers and tape recorders are used frequently by many children in every classroom. Children are confident users of both the tape recorder and computer. Most children can operate a mouse on the computer and understand the meanings of the words cursor, keyboard and monitor. There are a number of programs that are used effectively to support children’s recognition of letters and understanding of number. Children have access to tape recorders in all teaching areas and many choose to listen to pre-recorded stories. Most children can operate the play, rewind and fast forward buttons.

p.25

Knowledge and understanding of the world

79. Throughout the school there are good examples of work where children have Brearley Nursery School - 24 explored and selected materials and used various skills such as cutting, joining and building to make models.

p.25

Knowledge and understanding of the world

80. The teaching of this area of learning is very good. Work is always very well planned and is based upon children’s interests. Activities are steeped in first hand experiences, and the visits and experiences are often revisited through photographs and displays. This helps clarify children’s understanding. Assessments of pupils’ progress in this area of learning are very good and present a clear picture of what children can and cannot do. This good quality information is well used when re- visiting and reflecting on previous work, and is very successful in consolidating and developing children’s learning. Teachers and nursery nurses are highly effective in supporting children in this area of learning. For those activities that some children find difficult, such as cutting materials and operating a computer mouse, children are coached very sensitively as to how to handle equipment correctly and complete the

p.26

Knowledge and understanding of the world

81. Children respond well to this area of learning. Children are keen and enthusiastic and talk at length about their visits. Children are familiar with the practice of re-visiting experience by looking at photographs and displays. These are used well by the children when discussing visits and aspects of work. Children take great pride in their achievements.

p.26

Knowledge and understanding of the world

82. The school has a good range of resources to support this area of learning. Excellent use is made of the local environment to support learning.

p.26

Physical Development

83. The standard of work in the area of physical development is above average. All children are likely to attain the desirable learning outcomes, and many achieve above expectations by the time that they reach compulsory schooling at five years of age. Children with special educational needs are well supported and their attainment and progress is very good. Most children are highly motivated and display great enthusiasm whether indoors or out. Both the indoor and the outdoor accommodation and resourcing support this area of learning very well and are available on a daily basis.

p.26

Physical Development

84. Children move confidently and imaginatively, they follow basic safety rules and generally avoid collisions when moving around. They are well co-ordinated and use space effectively. They pedal bikes, push and pull trolleys, ride scooters and ride seesaws properly. The large range of small equipment is available to all children, who, with the guidance of staff, learn skills, for example, they kick and bounce balls, roll balls at skittles, use hoops in different ways. Children have many opportunities to balance using the trim trail, playground edges, logs, stepping stones and by creating their own balancing course with the large construction resources. The variety of climbing apparatus enables children to work at their own level. The trim trail provides necessary challenge for the more able.

p.26

Physical Development

85. Children are very good at handling small tools such as scissors, pens, pencils, paintbrushes and cutters. Staff teach them to hold the tools correctly and reinforce the safety aspects as appropriate. They use malleable materials such as clay, and know how to use ‘slip’, they use the cutters as required and are encouraged to observe carefully and think about shapes used. There are many opportunities for using construction resources. They are able to join, build, balance and adapt, as they Brearley Nursery School - 25 need. Children challenge each other, they compare heights of towers and, using problem solving skills, work out how additional pieces of equipment can be added without the construction collapsing. There are many other opportunities for children to develop hand-eye co-ordination skills through jigsaws, matching games, fastening and unfastening coats and using knives, forks and spoons at lunch times.

p.26

Physical Development

86. The quality of teaching is good. Teachers have high expectations and encourage all children to work to their capacity. All aspects of this area of learning are well planned for and all children have equality of access and opportunity to the provision. The desirable outcomes are covered imaginatively, frequently following children’s interests. The nursery has a well-equipped ‘soft play’ area, which is timetabled and used by all children, including the ‘Stay and Play’ group of pre-nursery children. Careful planning and attention to detail have resulted in an excellent outdoor area which incorporates hard surface play areas, grassed areas, large construction area, a play house, raised garden beds, tracks for wheeled toys, climbing frames, slides, a trim trail, a ‘secret’ garden, a gazebo and a sensory garden. All facilities are used excellently. Staff use tapes and published schemes effectively for movement and

p.27

Physical Development

gymnastics sessions. The close teamwork and deployment of the staff ensures that the co-ordinator is able to support other staff wherever support or guidance is required.

p.27

Physical Development

87. The previous inspection required the nursery to review the planning and arrangements for outdoor play to improve children’s standards of achievement. This requirement has been met in full and is now an excellent environment in which children are able to develop their physical skills to their potential.

p.27

Creative Development

88. Overall, children achieve well in this area of learning and achieve standards above those expected for children of this age. As a result of excellent teaching in art, children achieve a very high standard. In art work children are able to mix colours to achieve the desired effect, select textures and produce high quality models. They are confident in using a range of materials and tools in their work. In clay work, children are taught scoring techniques and ways of moulding the clay in order to make it thinner. Children are quick to master the techniques and use them in their own work. Teachers are very effective in questioning children to encourage them to look closely at their work and improve if they feel it is appropriate. In the clay activity seen, the teacher encouraged both the child modelling the clay and the child who was the model to evaluate the clay face and suggest improvements. This was very effective

p.27

Creative Development

as both children agreed that the model face would be better if some small adjustments were made to eyes.

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Creative Development

89. The opportunities for imaginative play are very good and children respond well by using their imagination and working well together in pairs or in small groups. Teachers and nursery nurses recognise the importance of play in learning, and careful consideration is given to the provision and the involvement of adults in the play areas.

p.27

Creative Development

90. Stories are an important part of the school day. Stories are always well read and used effectively to encourage children to listen, observe and use their imagination. Stories such as ‘We’re going on a bearhunt’ are used in many different ways to stimulate children’s imagination. In one class, children organised their own bear hunt. This experience was magical for the children. They organised what they needed to take, made their own sandwiches and planned their route. The children’s response to the Brearley Nursery School - 26 activity was excellent, all the children were excited, involved and communicated their ideas and feelings in lots of different creative ways.

p.27

Creative Development

91. There were limited dance and musical activities observed during the inspection. All classrooms had a selection of musical instruments and taped music available. A few children selected these activities although most children did not stay at these activities for any sustained period of time. One group of children listened to the music of Peter and the Wolf with their teacher and nursery nurse. Most children copied the movements of the adults but the activity was not extended for children to express their ideas or communicate their feelings.

p.28

Creative Development

92. The quality of teaching is very good overall. The teachers recognise the importance of creating an environment for learning, and displays around the school celebrate children’s achievements in this area of learning and stimulate children’s imagination and interests. Skills for creative development are recognised and well taught. Children are encouraged to evaluate their work and that of others and make improvements if appropriate. Music and dance do not have such a high profile as art, imaginative play and story. There are only limited opportunities for children to express ideas and communicate their feelings through music and dance.

p.28

Creative Development

93. The children’s response to creative activities is excellent. Most children take great pride in their art work and want to do their best. In the clay work seen, one child chose to practise with some spare clay before changing their model. Another child insisted on finishing their model even though the session had ended. This was handled very sensitively by the teacher who explained how the clay could be kept soft and moist overnight so that the child would be able to take time and finish it properly the next day. This approach to valuing children and their efforts encourages children to persevere and do their very best.

p.28