Education and Training Inspectorate Findings
Achievements and standards
• The children have positive attitudes towards their learning and clearly enjoy their pre-school experiences; Those identified with additional needs are also making very good progress.
• Children are developing very well as independent learners; they make choices and decisions, initiate, sustain and develop their own play.
• The children have a wide range of language and communication skills – to work collaboratively at activities and to resolve disagreements with each other. The children explore independently story and information books.
• Progression of the children’s imaginative and creative play is evident in the
well-developed role-play and the effective use of the wide range of art materials.
• The children have an increasing understanding of early mathematical concepts and the associated language which they use as they count, sort, match and explore patterns and shape through a wide range of play activities both indoors and outdoors.
• The children use their senses to explore mini-beasts, growing fruit and vegetables, and other natural materials in the classroom, playground, woodland and polytunnel.
Provision for learning
• The high quality learning environment indoors and outdoors, combined with the effective management of the open plan approach, ensures children have the opportunity to access a very wide range of experiences. The environment is language rich and well organised to promote choice children’s independence.
• The staff demonstrate a very good, shared understanding of the pre-school curriculum through their high quality interactions with the children. They foster a calm, caring and respectful environment using consistent and positive approaches to promoting positive behaviour and celebrating the children’s achievements.
• The very detailed short, medium and longer term planning is implemented consistently by the staff to provide excellent opportunities for learning across all aspects of the pre-school curriculum.
• The children with additional needs are identified early and their needs are being met with a combination of high quality individual support, smaller group support and effective liaison with parents, health professionals and other agencies.
• The quality of pastoral care is outstanding. There is a very caring and inclusive ethos in which children and families from a diverse range of backgrounds and cultures are valued and welcomed. The focus on promoting the children’s well being and respect for each other is well embedded and evident through the daily practice.
• The opportunities for the children to grow, cook and talk about healthy foods, the attention to dental care and, the excellent range of opportunities for energetic, physical play, music and movement all contribute very well to promoting a healthy lifestyle.
Leadership and management
• The nursery school is managed and led very effectively by the principal who provides clear and strategic direction focused on high quality pre-school education that meets the needs of the children and families in the area. There is a very strong collegial team approach.
• There is a well-established culture of self-evaluation through reflective practice, consultation with staff and parents and rigorous systems for monitoring and evaluating the provision.
• There are very effective links and partnerships with a very wide range of schools, pre-schools and other agencies enhancing further the learning for the children.
• Parents are encouraged to be involved in the life and work of the nursery school and their contributions are valued.
• On the basis of the evidence available at the time of the inspection, the nursery school has comprehensive arrangements in place for safeguarding children.
