Parkview 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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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. Parkview Nursery School - 1 INFORMATION ABOUT THE SCHOOL

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School address: St George’s Road Millom Cumbria

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Appropriate authority: Cumbria County Council

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Date of previous inspection: April 1996 Parkview Nursery School - 2 INFORMATION ABOUT THE INSPECTION TEAM

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Team members K Manning Registered inspector T Smith Lay inspector

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Eclipse (Education) Limited 14 Enterprise House Kingsway Team Valley Gateshead NE11 0SR

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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:

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The Registrar Inspection Quality Division

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Alexandra House 33 Kingsway London WC2B 6SE Parkview Nursery School - 3 REPORT CONTENTS

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PART A: SUMMARY OF THE REPORT 4

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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WHAT THE SCHOOL DOES WELL 8

As a result of high quality teaching, children make good progress in all of the areas of learning.

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WHAT THE SCHOOL DOES WELL 8

Staff ensure that children’s personal and social development is promoted in everything they do.

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WHAT THE SCHOOL DOES WELL 8

Children enjoy school, they are keen to learn and behaviour is very good.

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WHAT THE SCHOOL DOES WELL 8

Strong and enthusiastic leadership means that staff are continuously striving for improvement.

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WHAT THE SCHOOL DOES WELL 8

The partnership between the school and parents is very good.

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WHAT COULD BE IMPROVED 11

The outside area is not being used as fully as it could to promote children’s learning in areas other than physical development.

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INFORMATION ABOUT THE SCHOOL

Parkview Nursery School is a maintained nursery situated in the small town of Millom on the edge of the Lake District. The area has changed little in recent years; the town is fairly isolated and unemployment remains high making Millom one of the designated Health Action Zones in Cumbria. Children attend the nursery part-time and there are 44 boys and 39 girls on roll. All of these are white ethnic origin and speak English as their first language. Four children have been identified as having special educational needs and two receive help from specialists. Children’s attainment varies on entry. Some have a wide knowledge of books and the world although a significant number need more experiences to help develop language and literacy skills.

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HOW GOOD THE SCHOOL IS

This is a very effective nursery and purposeful leadership and management ensure that it is improving all the time. The quality of teaching is good and staff ensure that a wide range of interesting and sometimes unusual activities challenges three and four-year-olds. A particular strength of the nursery is the way children are encouraged to make friends with and respect others. The success of this is evident in children’s very good behaviour and the warm relationships they forge with adults in the nursery. As a result of all this children make good progress in all of the areas of learning and get a good start to their education.

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What the school does well

• As a result of high quality teaching children make good progress in all of the areas of learning. • Staff ensure that children’s personal and social development is promoted in everything they do. • Children enjoy school, they are keen to learn and behaviour is very good. • Strong and enthusiastic leadership means that staff are continuously striving for improvement. • The partnership between the school and parents is very good.

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What could be improved

• The outside area is not being used as fully as it could to promote children’s learning in areas other than physical development. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The last inspection, in April 1996, found the nursery to be very good. Since then the head teacher and governors have done as much as they could to maintain high standards of provision with fewer staff. They have been particularly successful in using money donated by parents and many local businesses to transform the outside of the nursery into areas for exploration, quiet reflection and robust play. Staff use the area well to promote children’s learning but intend to improve on this even further by linking indoor and outdoors activities. In addition, staff have worked hard to make their planning as effective as possible. They now review and plan together each week; a system that puts them in a good position to continue to improve the quality of teaching and raise standards. Parkview Nursery School - 5

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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. Performance in: Key language and literacy D well above average A mathematics C above average average B C personal and social development B below average well below average D E other areas of the curriculum C Children’s attainments vary considerably when they begin nursery. Some have had more experiences outside the home and are used to handling books. However, a significant number lack early literacy skills and have a limited vocabulary. During their time in nursery children make good progress. By the time they leave to join a reception class most have a wide enough knowledge of the world, understand simple number concepts such as counting and shape and have good creative and physical skills. They have made many gains in personal and social development and are ready for the next stage of their education. Although

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STANDARDS

children have made good progress in language and literacy a number still lack confidence when talking to others.

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Aspect Comment

Attitudes to the school Children have very good attitudes to work and school. They enjoy their time in nursery, concentrate well and are very keen to learn new skills. Behaviour, in and out of classrooms Children behave very well. They play alongside one another and share books, games and toys. They listen carefully to instructions and always do as they are told. Personal development and relationships Children gain self-esteem and confidence as they get older. The relationships they form with staff and other adults in the nursery are characterised by warmth and friendliness. Attendance Children enjoy coming to nursery and attend very regularly.

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Aspect Comment

Children’s attitudes to school are extremely positive. They come into the nursery happily and are keen to get on with each new experience. Many concentrate for long periods on tasks such as making a model ship from household objects. They always listen to what adults tell them and follow instructions promptly. A strength of the nursery is the way children show a growing confidence as they get older.

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TEACHING AND LEARNING

Teaching of pupils: All of the teaching is good and almost a third is very good. Lessons seen overall 9 teaching activities. 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 AND LEARNING

The large amount of good and very good teaching make this a strong feature of the nursery’s educational provision. There are several strengths to the teaching. Staff are very good at assessing what children know and plan activities that help to move them forward quickly in their learning. In particular they never miss an opportunity to get children to talk about what they are doing and so extend their vocabulary. A further Parkview Nursery School - 6 strength is that staff make sure there is a wide range of experiences on offer each day and children get a good balance of working in small and large groups and time to choose for themselves. Children who have special educational needs or lack confidence are supported very well by all staff. As a result they make good progress in developing personal and social skills and in learning of skills and knowledge.

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Aspect Comment

The quality and range of the curriculum The curriculum is rich and varied. It is planned well and procedures for assessment are very good. Provision for pupils with special educational needs The school provides children with special educational needs with carefully planned work and support, and reviews their progress almost daily with their parents. Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good provision is made for children’s personal development. The ethos of the school ensures that spiritual, moral, social and cultural development is promoted in all they do.

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Aspect Comment

How well the school cares for its pupils Children are looked after very well. The nursery is a welcoming and safe place in which to learn.

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Aspect Comment

A strength of the curriculum is that it is appropriate for both three and four-year-olds. Activities are planned so that older children build on the skills they have already learned and younger ones learn quickly by following the lead of others. This was evident when an older child showed another how to walk across the assault course using his arms to maintain balance. A particular strength of the curriculum is that the range of interesting and unusual activities planned for children catches their imagination, for example, children were fascinated and very gentle when bathing and blow-drying the guinea pig. A further strength of the school is the very good systems for assessing and recording what children have learned. Staff use the information they keep on checklists and files to ensure that children’s work is always pitched at the right level to help them make good progress.

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Aspect Comment

Leadership and management by the head teacher and other key staff The school is led and managed very well. The head teacher is a strong and enthusiastic leader. She is supported very ably by a team of highly- motivated staff and governors. How well the governors fulfil their responsibilities Governors fulfil all of their legal responsibilities. Through their commitment, they help give direction to the work of the school and contribute to its effectiveness on a day-to-day basis. The school’s evaluation of its performance Staff constantly review their own performance and effectiveness. They have a thorough understanding of what needs to be done in order to continue to improve teaching and the curriculum and know where their strengths lie. The strategic use of resources All of the school’s resources are used to help children make good progress. The outside area is not yet used as fully as it could be to help

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Aspect Comment

children develop skills other than in physical development. However, this is one of the school’s targets for improvement in the current year. Particularly good use is made of students, parents and governors to work with small or large groups of children and they make a significant contribution to the quality of teaching. Parkview Nursery School - 7 One of the main reasons for the school’s success is the way that teachers and nursery nurses work together so closely. This means that they are fully aware of the strengths and weaknesses of the school and also have a very good grasp of children’s attainment and progress . Staff know what needs to be done to improve and prioritise initiatives for raising standards. Children’s achievements in early tests are measured against their performance in national tests at the age of seven, in order to determine how effective the nursery has been in giving them a good start. The head teacher and governors spend the school’s capitation money

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Aspect Comment

wisely and ensure that they get the best possible value for money and that children have good quality resources to help them learn. Parents are regularly asked their views of the nursery, sometimes informally and at others by questionnaire. They play an active part in shaping decisions about organisation.

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What pleases parents most What parents would like to see improved

• Parents believe that their children are making good progress in school. • They feel comfortable about approaching staff with questions or problems. • Parents are pleased that their children like school. • They think that most of the teaching is good and staff work hard. • Parents feel that the school is well led and managed. • The school helps their children become mature and responsible. • Some parents are not happy with the amount of work their children get to do at home.

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What pleases parents most What parents would like to see improved

The inspection team agrees with the positive views of parents about the school. It is unclear whether parents’ views about work taken home are that their children get enough or too much. The inspection team’s judgement is that there are ample opportunities for children to take books and listening tapes home and between a quarter and half of children from each session do so. Parkview Nursery School - 8

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WHAT THE SCHOOL DOES WELL

As a result of high quality teaching, children make good progress in all of the areas of learning.

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WHAT THE SCHOOL DOES WELL

1 All of the teaching is good and a third is very good. Nursery nurses make a significant contribution to the quality of teaching.

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WHAT THE SCHOOL DOES WELL

2 There are several strengths in the teaching of literacy. They begin with careful planning, where staff ensure that there are regular opportunities each day for children to look at books and listen to stories and to engage in writing activities. When children come into the nursery they sit in their small groups and there is already a book on their chair. This encourages quiet reading and as they wait for others to arrive children often chatter about the book they have that day. Many children already have favourite characters and know their names. There are also times each day when children listen to stories that are told by staff or volunteer helpers. This helps children gain an understanding that words and pictures tell a story. The nursery also provides a range of books and tapes, which children take home whenever they choose. Quite a number of children take a book home on a regular basis, which further promotes their interest in reading.

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WHAT THE SCHOOL DOES WELL

Staff also ensure that there are many opportunities for children to develop language skills. During activities in a small group, each child gets the chance to answer questions or give an opinion. Some respond with only one or two words but they gain confidence. In addition, staff encourage children to repeat the words they have used and this widens children’s vocabulary. A good example of this happened when one child in a group began to practise the word avocado and one or two others joined in. By the end of that activity all children in the group knew the word. Finally, staff make sure that many activities involve writing. Children are encouraged to write notes and to write about their pictures. Teachers often act as a secretary, writing children’s words.

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WHAT THE SCHOOL DOES WELL

3 Children make good progress in mathematical development because of the daily opportunities that staff plan for counting and working with number and shape. This is a good feature of the teaching. Children are frequently asked to count out, whether it is the number of petals on a flower or the candles on a birthday cake, they are aware that number is all around them. As a result, many children can count by rote, although fewer count the number of objects accurately each time. In addition to this, staff ensure that concepts such as colour and shape are taught in small group time. The activities help children make good progress because they require children to think and explore mathematics. A good example of this was when children had to place a coloured shape onto a matrix. This required them to consider colour in rows and shape in columns. Each child did it more easily the second time around. However, the challenge of the

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WHAT THE SCHOOL DOES WELL

activity came right at the end when they had to say what the last, missing shape would be.

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WHAT THE SCHOOL DOES WELL

4 Staff plan a wide range of interesting creative activities. Children are motivated and make good progress in their singing and making of music because teachers make the best possible use of resources such as taped music and the skills of a governor who plays the piano. Once again, children make good progress in recognising and using musical instruments because teachers make sure to call them by the correct name. This means that by the time they are four many children can identify a guiro or maracas easily. Teachers are good at providing activities where children can explore colour, texture and shape. There are always painting activities and because children are expected to look carefully at what they are drawing some of their pictures of an amaryllis were very accurate.

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WHAT THE SCHOOL DOES WELL

5 The outdoors area has been improved tremendously since the previous inspection and teachers use this well for a range of physical activities. Children make good progress as a result of the frequent opportunities they have to climb, balance, use equipment such as hoops and balls and to engage in robust creative play on and around Thomas the Tank Engine. Inside the nursery, children gain control of a wide range of tools, such as paintbrushes, pens, scissors, gardening forks as they work in activities involving clay, sand and water. Parkview Nursery School - 9 6 In everything they do children gain knowledge and understanding of the world. Teachers see this as vital part of what children need to learn and as such constantly relate activities to real life situations that children can understand. A good example of this was when children looked at photographs of themselves as babies and thought about how they had grown. One boy said that eating Tiger Flakes had helped him grow

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WHAT THE SCHOOL DOES WELL

tall. Teachers also emphasise the importance of asking questions, such as why the guinea pig needs to be wrapped in a towel after a bath and what makes the bulbs grow. A particular strength of the teaching is the way that children are encouraged to explore, whether it is a computer software program, which involves clicking to make things happen on the screen, or investigating how much water it takes to fill a jar. All of these activities provide a good foundation for historical, geographical, scientific and technological learning.

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WHAT THE SCHOOL DOES WELL

Staff ensure that children’s personal and social development is promoted in everything they do.

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WHAT THE SCHOOL DOES WELL

7 The school’s provision for children’s personal and social development is one of its most outstanding features. One of the reasons that children make such good progress in this area is that staff encourage children to play and co-operate with others and to behave well in everything they do. Children are expected to share toys and to respect others. They know that it is not acceptable to fight or argue and that they should do as they are told. Because they are given plenty of opportunities to take on responsibility, such as tidying away, or carrying a message, most children quickly gain confidence and by the time they are four many happily choose which activities they would most like to do for part of each session.

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WHAT THE SCHOOL DOES WELL

8 Staff also know the children in their small group very well. This means that they know when a child is feeling unwell or is having problems. Children benefit from this arrangement because they know who their special person is and often go to them if they need help. Younger or less confident children often form close bonds with the adult from their group and stay close by them until they gain the confidence to go off and choose their own activities.

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WHAT THE SCHOOL DOES WELL

9 Children are given many good opportunities to be independent and they take full advantage of these. They are able to make their own decisions about the activities they want to try, and take responsibility for their personal care, for example, helping themselves to a tissue when they need to blow their nose. At snack-time, children are encouraged to chat sociably to one another and their teacher.

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WHAT THE SCHOOL DOES WELL

Children enjoy school, they are keen to learn and behaviour is very good.

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WHAT THE SCHOOL DOES WELL

10 Children are generally keen to come to nursery; they quickly take their coats off and join their small groups. The warm relationship that staff forge with children helps them settle quickly into nursery routines. As a result, children are willing to try out new activities or at least to look on as others do. Most are very eager to have a go at playing musical instruments or be chosen to act out a part in action games. One or two get quite disappointed if they are not chosen. Children’s willingness to learn is evident in the way they listen attentively to what staff say to them and try hard to follow instructions. For example, one girl was able to roll a hoop without it falling over after she listened to the teacher telling her how to do it. Children enjoy their tasks and are keen to get involved with them. Many are able to maintain their concentration for long periods, often over 15 minutes, and persevere with their activities until they are

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WHAT THE SCHOOL DOES WELL

11 Children respond very positively to adults and are happy to co-operate with staff and helpers. They follow guidance and do as they are asked, but are not afraid to make suggestions or seek help if they need it, for example, when they want another go at the computer game. Children get on well with one another and show sensitivity to the feelings of others, for example if a child is upset for any reason. They were particularly careful not to get water in the guinea pig’s eyes when bathing her because they knew she Parkview Nursery School - 10 did not like it. Many collaborate effectively, such as at tidy-up-time, when children work together on clearing away their activities. This was also evident when children working in the sand pit joined forces to create a large sandcastle.

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WHAT THE SCHOOL DOES WELL

12 Behaviour is very good. Children are aware of the expectations for high standards of behaviour, and have the self-discipline to meet these. They know that they must share toys and equipment and generally do so without fuss. This was particularly evident in the way four children played amicably with the train set for a long period. When squabbles do erupt they are quickly sorted out by staff, who do this in a quiet and firm way that helps children understand why their behaviour is not acceptable. In the playground, children show consideration for one another and are able to take turns with wheeled toys and wait in line to have a go on the slide. They show respect for property, handling the nursery’s resources with care.

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WHAT THE SCHOOL DOES WELL

Strong and enthusiastic leadership means that staff are continuously striving for improvement.

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WHAT THE SCHOOL DOES WELL

13 The strength of leadership comes from a head teacher who has a thorough knowledge of nursery education and keeps up-to-date with local projects and national initiatives. As a result of her own enthusiasm for getting things right, she has built a powerful team of staff and governors who all share the same aims for continuing to improve the nursery.

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WHAT THE SCHOOL DOES WELL

14 Since the previous inspection, the head teacher has led the way in devising clear and rigorous procedures for monitoring planning and reviewing the quality of teaching. Staff have been particularly successful in improving the quality of planning. As a result of looking closely at long and medium-term planning, staff have begun to organise the nursery and children in different ways. There is now a room set aside for sand, water and other messy activities such as planting in soil. This is proving to be very successful and means that the main nursery area can be used for floor and table activities. In addition, staff now plan together, which ensures that activities build on what children already know and help them make good progress in all areas of learning.

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WHAT THE SCHOOL DOES WELL

15 Similarly, because staff review their work each week they are more aware of the strengths and weaknesses in their teaching. As a direct result of the systematic reviewing of teaching and learning staff have changed the way they group children. Each member of staff teaches a small group of children at the beginning of the session. Children them spend time choosing activities, which may be led by any of the staff. At some time during the day everyone gets together for singing and then children go back into their small groups for snack time. This is working very well.

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WHAT THE SCHOOL DOES WELL

16 As a result of careful monitoring, staff now have very effective systems for assessing and recording what children know and can do. In addition, the head teacher has begun to use information from their own assessments to predict what children will achieve by the time they are seven. She works closely with the head teacher from the adjacent infant school and together they are able to identify any gaps in children’s learning.

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WHAT THE SCHOOL DOES WELL

The partnership between the school and parents is very good.

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WHAT THE SCHOOL DOES WELL

17 The nursery keeps parents very well informed about its daily organisation and routines through its prospectus and the governors’ annual report. These documents are clear and useful points of reference. Curriculum information is also very good. Details of topics and activities in each area of learning are made available on the noticeboard in the entrance to the nursery. This also provides a wealth of information about health issues and local events for those parents able to bring their children into nursery every day. Parents are actively encouraged to visit the nursery whenever they have a concern about their children and are welcomed to spend time in class if they wish to. Parents’ feel that the nursery is welcoming, and staff Parkview Nursery School - 11 are approachable if they have problems. All believe that the hard work of the staff combine to ensure that children make good progress and enjoy their time in nursery.

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WHAT THE SCHOOL DOES WELL

18 Parents are very well involved with the work of the nursery, and this has a positive effect on their children’s progress. They uphold the aims and principles of the nursery and support its values at home. The nursery makes every effort to get to know families and to create an environment where parents feel able to share information about their children’s lives. In this way the nursery is able to tailor its work to meet the children’s needs as closely as possible. Staff are always accessible to parents and welcome help from them in the classrooms. A number of parents and volunteer helpers provide regular and useful support to staff in a variety of ways, such as music-making, reading and working with groups of children. They are well-guided and directed by staff.

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The outside area is not being used as fully as it could to promote children’s learning in areas other

19 As a response to comments in the previous report the outside area has been transformed into an exciting and interesting area for learning. There is now an assault course, an area for gardening and planting, a wildlife area and plenty of room for safe play on wheeled toys, for climbing on large apparatus such as the slide and for imaginative play with Thomas the Tank Engine. Staff use the areas as much as possible, depending on the weather, and the many opportunities provided for outdoor activities is a significant factor in the good progress that children make in physical development. However, being a nursery where staff are always looking to improve provision they realise that the outdoor area has the potential to promote children’s leaning in other areas of the curriculum also. This aspect of the nursery’s provision continues to be a target for development. Staff have already begun to consider ways that learning

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The outside area is not being used as fully as it could to promote children’s learning in areas other

indoors and outdoors can be linked and are keen to tackle the next step, which is planning how this can best be done.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

20 The head teacher, staff and governors should

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Extend the way the outside area is used for learning by

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• planning to use it more specifically for mathematical, creative, and language development and to widen children’s knowledge and understanding of the world; (Paragraph 19)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• ensuring that there are closer links between what is taught indoors and outdoors. (Paragraph 19) Parkview Nursery School - 12

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 6

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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Summary of teaching observed during the inspection

The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 41.5

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals 0

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Information about the school’s pupils

Number of pupils with statements of special educational needs 0

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 4

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 0

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 3

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 2 Parkview Nursery School - 13

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Teachers and classes Financial information

Qualified teachers and support staff Financial year 1998 - 1999

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 2

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Teachers and classes Financial information

Number of pupils per qualified teacher 21 £

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Teachers and classes Financial information

Total number of education support staff 2 Total expenditure 5,694

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Teachers and classes Financial information

Total aggregate hours worked per week 65 Expenditure per pupil 137

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Teachers and classes Financial information

Balance brought forward from previous year 1,055

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Teachers and classes Financial information

Number of pupils per FTE adult 10.5 Balance carried forward to next year 787

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Teachers and classes Financial information

FTE means full-time equivalent. Parkview Nursery School - 14

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Results of the survey of parents and carers

Percentage of responses in each category

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Results of the survey of parents and carers

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

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Results of the survey of parents and carers

My child is making good progress in school. 81 19 0 0 0

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Results of the survey of parents and carers

Behaviour in the school is good. 69 23 2 0 6

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Results of the survey of parents and carers

My child gets the right amount of work to do at home. 38 28 22 3 9

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Results of the survey of parents and carers

I am kept well informed about how my child is getting on. 72 23 5 0 0

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Results of the survey of parents and carers

I would feel comfortable about approaching the school with questions or a problem. 94 6 0 0 0

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Results of the survey of parents and carers

The school expects my child to work hard and achieve his or her best. 47 43 2 2 7

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Results of the survey of parents and carers

The school works closely with parents. 61 38 2 0 0

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Results of the survey of parents and carers

The school is well led and managed. 91 9 0 0 0

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Results of the survey of parents and carers

The school is helping my child become mature and responsible. 78 21 0 0 2

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Results of the survey of parents and carers

The school provides an interesting range of activities outside lessons. 50 31 4 2 13

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Results of the survey of parents and carers

• Parents believe that the school sets good attitudes and values. • They are very pleased with the caring attitudes of staff. • A number of parents say they are proud of their nursery. • Parents believe that staff work hard.

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