Staghills Nursery School

Staghills Nursery School Inspection report

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119100 Unique Reference Number Lancashire Local Authority 326946 Inspection number 26–27 February 2009 Inspection dates Michael Onyon Reporting inspector

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This inspection of the school was carried out under section 5 of the Education Act 2005. The registered childcare, managed by the governing body, was inspected under section 49 of the Childcare Act 2006.

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Nursery Type of school Maintained School category 3–4 Age range of pupils Mixed Gender of pupils Number on roll 119 School (total) 27 Childcare provision for children aged 0 to 3 years The governing body Appropriate authority Mr Michael Ormerod Chair Miss Linda Connelly Headteacher 1 April 2006 Date of previous school inspection Not previously inspected Date of previous childcare inspection Top Barn Lane School address Newchurch Rossendale Lancashire BB4 7UE 01706 213303 Telephone number 01706 213303 Fax number

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3–4 Age group 26–27 February 2009 Inspection dates 326946 Inspection number .

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This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report 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. 2 of 10 Inspection Report: Staghills Nursery School, 26–27 February 2009

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Introduction

The inspection was carried out by an Additional Inspector.

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Description of the school

This Nursery serves a wide area, which includes social and economic disadvantage. Children attend part time and the majority of children are from White British backgrounds with a few children learning to speak English as an additional language. A small number have been identified as having learning difficulties and/or disabilities. Since the previous inspection the building has been improved and it is now on the same site as a Children’s Centre, where there is extended day care provision for babies and children aged 0 to 3 years. An independently run, ‘Hedgehog Club’ provides before and after-school care on the premises. The school has Healthy Schools and Investors in People accreditation.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 10 Inspection Report: Staghills Nursery School, 26–27 February 2009

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Grade: 1

Staghills is an outstanding Nursery school where the children thrive in a stimulating, enjoyable and extremely caring learning environment. Parents and carers who responded to the questionnaire were unanimous in their acclaim. Comments like; 'This is a fantastic school!' and 'Staghills is providing an excellent foundation to my child’s education, there are so many wonderful and imaginative play and learning opportunities', summarise those of many. The inspection confirms the views of these parents and carers. Children settle very quickly into routines because expectations are clearly communicated to them. The inspirational quality of children's learning, outstanding personal development and exceptional quality of welfare and care reflect the fact that this is a school where every child really does matter. Children's engagement with school is reflected in their good attendance. They behave exceptionally well. Relationships with adults and each other are excellent.

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Grade: 1

Opportunities abound for the children to develop their independence, especially in the outdoor areas and in the extensive woodland area. Children rapidly grow in confidence, make friends readily and play exceptionally well together. The school also offers excellent opportunities for parents and toddlers to learn and play together through a wide range of extended services, for example ‘chatterbox sessions’, focusing on the development of communication skills. The outstanding learning and development opportunities provided mean that all children achieve extremely well, often from starting points below what is typical for their age, to reach standards above those expected. Children with learning difficulties and/or disabilities and those learning English as an additional language achieve equally well. Very effective learning takes place because staff know children very well and track their progress meticulously. Progress is

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Grade: 1

recorded in detail through ‘Learning Journey’ booklets, which are shared with children and their parents. Promotion of children’s welfare is exceptional. All the recommended procedures for safeguarding children are fully in place in the nursery and the extended services. Governors take a full part in conducting regular risk assessments to ensure the safety of all children, including those who use the additional childcare services. Children respond well to the very high standards set by staff in showing courtesy and respect for adults and children. They are guided and encouraged to care for their own needs and hygiene is given a high priority throughout the school. Leadership and management are outstanding. The acting headteacher provides excellent leadership. The school has built well on the outstanding practice identified at its previous inspection. The governors have an excellent understanding of the school's work. They rigorously

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Grade: 1

check and review the work of the school and this leads to well-considered action plans for improvement. All staff are actively involved and fully support each other, discussing concerns and celebrating achievements on a daily basis. The value for money the school offers, and its capacity for future improvement, are outstanding.

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What the school should do to improve further

■ The school has an extremely clear view of how it can continue to develop and there are no areas for improvement that have not been identified in the school’s improvement plan. 4 of 10 Inspection Report: Staghills Nursery School, 26–27 February 2009

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Grade: 1

Children's achievement is outstanding. From levels of attainment on entry to the Nursery, which vary, but are, in general, below those typical for the children's ages, outstanding overall progress is made. Children achieve high standards by the end of their time in the Nursery and almost all reach levels which are above those normally found in children on entry to the Reception Year. All children, including those with learning difficulties and/or disabilities and those learning English as an additional language, make outstanding progress, helped by the very high quality support, which they receive, and the excellent curriculum experiences available to them.

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Grade: 1

Personal development and well-being are outstanding. The school’s strong emphasis on personal, social and emotional development enables these young children to develop independence as well as very good attitudes to learning from an early age. Behaviour is exemplary and spiritual, social, moral and cultural development is excellent. Children clearly enjoy coming to school and are very keen to join in the wide range of interesting activities on offer. Attendance is good for children of this age. They learn to stay safe because of the clear guidance they receive and they thrive with the freedom to experiment and develop their skills in a safe and secure environment. They are adopting a healthy lifestyle and know all about the benefits of their ‘five pieces of fruit a day’. They value and benefit from extensive opportunities for physical activities indoors and in the extensive outdoor areas, particularly as ‘Woodland Explorers’.

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Grade: 1

Children make a very positive contribution to their own school community and join in all activities with enthusiasm. Relationships are excellent throughout the school and amongst the children who attend for additional hours and the before and after-school care facilities. Qualities such as independence and the ability to work together to solve problems is preparing these children extremely well for the future.

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Grade: 1

Children make excellent progress in their learning. The school is thorough in regularly assessing what children know and can do. Adults track children’s progress very closely. They constantly adjust learning activities so they are carefully related to individual needs and interests, and on developing children’s personal, social and academic qualities. There is an excellent balance between adult-led learning and opportunities for children to be creative, work independently and explore. For example, using the current building work, extending the outdoor facilities, as a resource to encourage children to ask questions. The learning environment is inspirational, helping children to discover that learning is an exciting activity that comes from a range of stimulating experiences. Children flourish, sharing space and resources exceptionally well. The school works very closely with parents keeping them up to date about their child’s progress

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Grade: 1

and involving them in their children’s learning. As noted by a parent; ‘I know that my child’s needs are reviewed regularly and shared with me.’ An important part of the beginning of each half-day is the warmth and welcome both children and parents receive. 5 of 10 Inspection Report: Staghills Nursery School, 26–27 February 2009

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Grade: 1

Children’s welfare is promoted very effectively leading to children’s outstanding personal development and well-being. Parents are confident that any concerns they have are listened to and dealt with quickly. All the recommended procedures for safeguarding children are in place and consistently and rigorously applied throughout all aspects of the provision. Relationships between adults and children are excellent and children relate particularly well to their key worker who oversees their progress and needs. Every effort has been taken to ensure that the exciting outdoor areas are safe and secure and so children are confident in practising physical skills such as balancing along a beam on the safe, spongy surface. Children respond very well to the high expectations that they behave well and respect each other. They develop excellent independence as they are encouraged to take care of their own personal needs and

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Grade: 1

to make choices about their activities. There are excellent procedures for introducing children to the Nursery, including home visits, which help children to settle quickly and make a good start to their education. The extensive range of additional services on offer, such as the full day care provided in the Hedgehog Club, makes an excellent contribution to children’s welfare.

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Grade: 1

Leadership and management of the school are outstanding. The acting headteacher’s leadership has successfully sustained a climate where everyone is constantly trying to improve the school further. Outstanding teamwork ensures that all staff are united in their desire to do their very best for the children. The school is rigorous in the self-analysis of its performance and is reflective about its achievements and how it can improve what it offers. Children make such rapid and successful progress in their learning because the school puts the child at the heart of all that they do and there is outstanding attention to detail. Community cohesion is excellent. Children have a real sense of being part of the Nursery community and all are welcomed. Careful thought and interaction lead to a school that is valued highly by the local community and engages extremely well with a variety of different groups. Staff are appropriately qualified and

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Grade: 1

great importance is placed on their professional development. Governors fulfil their roles extremely well; they challenge the school and are very involved with the future vision for the development of the Nursery as part of serving the local community. 6 of 10 Inspection Report: Staghills Nursery School, 26–27 February 2009 .

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Grade: 1

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 7 of 10 Inspection Report: Staghills Nursery School, 26–27 February 2009

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Inspection judgements

School Overall Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

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EYFS?

Yes Effective steps have been taken to promote improvement since the last inspection How well does the school work in partnership with others to promote learners' well being? 1 The capacity to make any necessary improvements

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Achievement and standards

1 How well do children in the EYFS achieve? 2 The standards[1] reached by learners How well learners make progress, taking account of any significant variations between groups of learners 1 How well learners with learning difficulties and/or disabilities make progress

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children?

1 The extent of learners' spiritual, moral, social and cultural development 1 The extent to which learners adopt healthy lifestyles 1 The extent to which learners adopt safe practices 1 The extent to which learners enjoy their education 2 The attendance of learners 1 The behaviour of learners 1 The extent to which learners make a positive contribution to the community How well learners develop workplace and other skills that will contribute to their future economic well-being

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The quality of provision

1 How effectively are children in the EYFS helped to learn and develop? 1 How effectively is the welfare of the children in the EYFS promoted? 8 of 10 Inspection Report: Staghills Nursery School, 26–27 February 2009

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Leadership and management

1 How effectively is provision in the EYFS led and managed? How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education 1 How effectively leaders and managers use challenging targets to raise standards 1 The effectiveness of the school's self-evaluation 1 How well equality of opportunity is promoted and discrimination eliminated 1 How well does the school contribute to community cohesion? How effectively and efficiently resources, including staff, are deployed to achieve value for money The extent to which governors and other supervisory boards discharge their responsibilities Yes Do procedures for safeguarding learners meet current government requirements? No Does this school require special measures? No Does this school require a notice to improve? 9 of 10 Inspection Report: Staghills Nursery School, 26–27 February 2009

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Text from letter to pupils explaining the findings of the inspection

27 February 2009 Dear Children Inspection of Staghills Nursery School, Lancashire, BB4 7UE Thank you for making me so welcome when I inspected your school. I really enjoyed my time with you and seeing all the lovely things you do. I am writing now to tell you what I found out about your Nursery. Yours is an outstanding Nursery school. I can understand why so many people in your families wrote to say that they are delighted that you are able to go, even when you are small babies, to such a lovely school. They know, as I discovered, that the staff look after you extremely well and make sure you have lots of interesting things to do every day. You are learning new things all the time. You have especially good opportunities to make things, like your super hero models, and to learn to get on with each other and become confident about who you are. You are also doing well in starting to write, listening to stories and finding out about numbers. You behave

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Text from letter to pupils explaining the findings of the inspection

extremely well and I could see that you enjoy choosing from all the activities available. The teachers and other adults who work with you are very experienced in knowing what children of your age need and they work very hard to make learning enjoyable for you. The Nursery is led and managed exceptionally well and the headteacher and other staff are always looking for ways to make it even better. They always let you and your parents know how well you are doing. I have asked them to carry on with this so you can keep on learning new things and having fun. Best wishes Michael Onyon Lead inspector 10 of 10 Inspection Report: Staghills Nursery School, 26–27 February 2009

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