Alexandra Nursery School
Inspection Report - Amended
| Unique Reference Number |
105142 |
| Local Authority |
Bolton |
| Inspection number |
324167 |
| Inspection dates |
6-7 November 2008 |
| Reporting inspector |
John Heap |
This inspection of the school was carried out under section 5 of the Education Act 2005.
| Type of school |
Nursery |
| School category |
Maintained |
| Age range of pupils |
0-5 |
| Gender of pupils |
Mixed |
| Number on roll |
| School (total) |
120 |
| Appropriate authority |
The governing body |
| Chair |
Mrs L Stokes |
| Headteacher |
Mrs B Kenny |
| Date of previous school inspection |
19 October 2005 |
| School address |
Martha Street |
|
Daubhill, Bolton |
|
Lancashire BL3 4AH |
| Telephone number |
01204 332678 |
| Fax number |
01204 332679 |
| Age group |
0-5 |
| Inspection dates |
6-7 November 2008 |
| Inspection number |
324167 |
Inspection report Alexandra Nursery School, 6-7 November 2008
© Crown copyright 2008
Website: www.ofsted.gov.uk
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.
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.
Amended Report Addendum
It includes a large nursery school and since 2004 has provided and managed childcare for children under three within a nearby children's centre.
Introduction
The inspection was carried out by two Additional Inspectors.
Description of the school
Alexandra is an Early Years Foundation Stage (EYFS) provider. It includes a large nursery school and since 2004 has provided and managed childcare for children under three within a nearby children's centre. The under three's childcare provides for children from birth to three years of age. The setting serves a culturally and socially mixed area. Many children starting in the nursery are new to learning English and, as a consequence, their skills are below expected levels. Around 6% of children in the nursery have learning difficulties and/or disabilities, mainly relating to speech, language and communication (resourced provision) and physical difficulties. The school provides before and after school care, and places for all day extended day care. The nursery has the Bolton Quality Inclusion Kitemark.
Key for inspection grades
| Grade 1 |
Outstanding |
| Grade 2 |
Good |
| Grade 3 |
Satisfactory |
| Grade 4 |
Inadequate |
Overall effectiveness of the school |
Grade: 2 |
Alexandra Nursery and under three's childcare provides children with a good start to their education and gives good value for money. The inspectors' judgement confirms the school's accurate self-evaluation. Parents are very satisfied with the quality of what is going on and a typical view is, 'My daughter went to the under three's centre where she settled very quickly and enjoyed her time there. She moved to the nursery without a problem and is enjoying herself.' The school has continued to improve provision particularly its support for children in the early stages of learning English, and children's skills are rising. The capacity to improve further is good.
Children's personal development and well-being, including their spiritual, moral, social and cultural development, are outstanding. This is because both the curriculum and welfare provision promote personal development in an exemplary manner. It is absolutely obvious that children in the under three's childcare and the nursery thoroughly enjoy being there and they are developing greater confidence and independence. Children know and understand that eating healthily is very important. Where activities have added risk, they collaborate well and show sensitivity to each other and behave outstandingly. Consequently, they have developed an exemplary approach to playing safely. Children and their parents say they like their walks in the community because they are shown how to cross roads with an adult and to be extra careful.
Many children begin nursery with skills that are below expected levels, particularly in their communication, language and literacy, and mathematical development. This is due to many of the children being at the earliest stages of speaking English as an additional language. They make good progress, achieve well and leave the nursery with broadly typical skills. This means that they are well prepared for their future education. There is a good balance between the adult-led activities and the ones that children choose for themselves, both inside and outside the building. The grouping of children according to their individual needs means that activities are mostly matched well to the child's needs, most particularly in the good work on letter sounds and building words and counting. The very good partnership with a range of outside agencies directly supports children with specific needs.
The effective provision for learning includes interesting activities and good, and developing links are made between the various aspects of the areas of learning. Practical and play activities allow children to develop their unique interests and abilities well. The school has recently started to match its various programmes for teaching and learning to the new EYFS guidelines, but there is still some way to go in showing how well children's individual learning needs are being met.
Leadership and management are good. The senior staff have worked hard and successfully to manage the challenging incorporation of the under 3's childcare. A significant factor here has been the strong vision of the headteacher and the good support of senior colleagues, particularly in developing the good provision for learning and welfare. However, governance is only just satisfactory. Despite some useful work by the knowledgeable chair of governors and staff governors, the governing body is too reliant on the headteacher for checking on the school's work and this means that a more independent view of its performance is often lacking.
What the school should do to improve further
- In planning, include references to the new EYFS framework so that children's unique learning requirements are met.
- Improve the governing body's participation in checking on the effectiveness of the school's work.
Achievement and standards |
Grade: 2 |
In the under three's childcare children make sound progress in their learning given their capabilities and starting points. Most children are willing to participate in learning activities. The younger children really enjoy stories and rhymes and learn to join in, their faces conveying their enthusiasm and enjoyment, although not all feel confident enough to join in the singing. Adults take every opportunity to count with the children, for example, as they climbed up and down the steps. Children are also encouraged to be curious as they press wet sand out of containers and play happily together with a wide range of equipment. The children are encouraged by the adults to develop their self-confidence and enjoy new experiences.
Achievement in the nursery is good. Children start their schooling with skills that are below expected levels. This is especially so in their communication, language and literacy, and mathematical development. Progress is good and when they leave the nursery their skills are broadly typical for children of their age. Records show that the children's skills are better than in previous years, particularly in the use of vocabulary and understanding of number. Adult-led activities focus on improving communication and numeracy skills. As a result, children, including the large proportion who speak English as an additional language and those with learning difficulties and/or disabilities, progress well. Older children gain skills that are appropriate for their age in their knowledge and understanding of the world, such as using the computer mouse skilfully and learning how plants grow as they work in the garden. Children's creative development is supported by their enjoyment of the use of colour. A more mature child produced a picture that was detailed and carefully crafted. Less able children make marks that lack precision, although they are able to describe what their picture is about. Physical development ranges from improving handling skills to climbing, pedalling and leaping across a gap. The majority of children have the confidence to join others in physical activities, often in the outdoor areas. They are making rapid progress in their personal, social and emotional development. Clearly, children settle quickly, learn to share and collaborate and concentrate for long periods of time.
Personal development and well-being |
Grade: 1 |
Children under three thoroughly enjoy attending the children's centre, settle quickly to the routines and expectations and make good progress in their personal development. Behaviour is excellent. Children are confident and smile readily. They make choices sensibly, either in working independently or joining in with large or small groups of other children.
The children's outstanding personal development in the nursery is obvious as they arrive at the start of the day. They show good self-esteem, confidence and independence and immerse themselves in the activities on offer. Staff engage the children in talking about themselves and what they are doing. One child discussed the precise and accurate painting she was busily doing and enjoyed it when an adult praised her 'new' hairstyle. Children's excellent behaviour is the result of them having a clear view of right and wrong and staff provide good role models. This is also at the root of the children's exemplary contribution to the nursery community. Children are keen to learn and are inquisitive, for example, when they are outside. A good discussion took place between an adult and some children about the worms in the sandpit. Attendance is good for the majority of children, but a minority of families do not see the importance of sending their children to school regularly.
Effectiveness in promoting children's learning and development |
Grade: 2 |
Overall, the provision for the under three's is satisfactory. The under three's childcare promotes their personal, social and emotional development well, including the opportunities for these very young children to learn about healthy foods and show confidence when tasting them. The way in which the richness of the learning environment is mixed with the sensory area is stimulating and a particular strength. However, the area is less stimulating for literacy and numeracy and some of the more permanent resources, such as those in the role-play areas, are getting old and worn.
In the nursery, children's good progress is promoted by effective teaching, particularly in developing their language and communication skills and mathematical development. Thorough and accurate observations of children's language needs lead to effective and direct teaching in groups. A key factor in this is the excellent relationships between children and staff that lead to confident children who make good gains in their learning. The curriculum promotes academic development well. The curriculum is well enriched by visitors and visits. Programmes of learning are well matched and helpfully modified to children's needs, particularly those that have some difficulties in learning.
Across the setting, current planning does not show clearly enough how the principles of the new EYFS framework are put into practice.
Effectiveness in promoting children's welfare |
Grade: 2 |
Provision for children's welfare in the under three's setting and in the nursery is good. Particular strengths include: caring staff who are sensitive to young children's needs; a strong focus on helping children to settle happily, to attend regularly and to make good progress in their personal, social and emotional development. There are robust policies relating to all welfare matters, such as how to administer medicines and to give first aid. Checks on behaviour and attendance are rigorous. Policies to safeguard children meet current government requirements. Links with outside agencies are very good and these provide invaluable support for children, their parents and staff. Nevertheless, there is a lack of clarity in the procedures for checking on welfare policies, particularly by the governing body. In the main, the majority of the governing body do not keep up to date with policy-making and rely too heavily on the senior staff.
Leadership and management |
Grade: 2 |
In the under three's centre, leadership and management are satisfactory. The centre runs smoothly and there is effective organisation of the complex pattern of attendance. Good relationships and a strong sense of teamwork contribute significantly to providing for a community need and giving children a positive start to their learning. Nevertheless, improvements are needed, in that the checks on the effectiveness of the curriculum and of assessment lack rigour. This means that leaders and managers do not have an accurate enough picture of the way in which the EYFS framework is put into practice.
In the nursery, there is a strong sense of teamwork. The senior staff have a clear view of strengths and areas for improvement and self-evaluation is mostly accurate. Senior staff are working very effectively on improving the curriculum and ensuring that all children have equal opportunities and participate fully. The school runs smoothly on a day-to-day basis. The extended day care is managed well. The school's contribution to promoting community cohesion is very good. Both the nursery and the Children's Centre provide a base for the community to seek and find assistance and guidance, in a range of matters, often beyond education. One parent praised the school for the way it helped children from a range of ethnic backgrounds to 'get together.' Furthermore, many parents appreciated the way the school helped the children gain an early understanding of community facilities, such as the local library and museum. Although governance is satisfactory overall, too much responsibility for checks on the effectiveness of provision is placed on the senior staff. As a result, there is little evidence of helpful challenge by the governing body.
| Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted's website: www.ofsted.gov.uk. |
Annex A
Inspection judgements
| Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate. |
School Overall |
Overall effectiveness
| How effective is the provision in meeting the needs of children in the EYFS? |
2 |
| Effective steps have been taken to promote improvement since the last inspection |
Yes |
| How well does the school work in partnership with others to promote learners' well being? |
2 |
| The capacity to make any necessary improvements |
2 |
Achievement and standards
| How well do children in the EYFS achieve? |
2 |
| The standards¹ reached by learners |
3 |
| How well learners make progress, taking account of any significant variations between groups of learners |
2 |
| How well learners with learning difficulties and/or disabilities make progress |
2 |
Personal development and well-being
| How good are the overall personal development and well-being of the children? |
1 |
| The extent of learners' spiritual, moral, social and cultural development |
1 |
| The extent to which leaners adopt healthy lifestyles |
1 |
| The extent to which leaners adopt safe practices |
1 |
| The extent to which learners enjoy their education |
1 |
| The attendance of learners |
2 |
| The behaviour of learners |
1 |
| The extent to which learners make a positive contribution to the community |
1 |
| How well learners develop workplace and other skills that will contribute to their future economic well-being |
2 |
The quality of provision
| How effectively are children in the EYFS helped to learn and develop? |
2 |
| How effectively is the welfare of the children in the EYFS promoted? |
2 |
Leadership and management
| How effectively is provision in the EYFS led and managed? |
2 |
| How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education |
2 |
| How effectively leaders and managers use challenging targets to raise standards |
3 |
| The effectiveness of the school's self-evaluation |
2 |
| How well equality of opportunity is promoted and discrimination eliminated |
2 |
| How well does the school contribute to community cohesion? |
2 |
| How effectively and efficiently resources, including staff, are deployed to achieve value for money |
2 |
| The extent to which governors and other supervisory boards discharge their responsibilities |
3 |
| Do procedures for safeguarding learners meet current government requirements? |
Yes |
| Does this school require special measures? |
No |
| Does this school require a notice to improve? |
No |
1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.
Annex B
Text from letter to pupils explaining the findings of the inspection
Inspection of Alexandra Nursery School, Bolton, BL3 4AH
We had a lovely time in your Nursery and under three's childcare. It was clear that you were having a great time. We enjoyed talking to you and it was good to see you working hard and learning about letters and counting well. It was obvious from what your mums, dads and carers told us that they liked the school very much.
There are lots of interesting things going on in your good school, but I can only mention a few of them in this short letter.
Here are some of the things that were really good.
- Your excellent behaviour and the help you give each other when you are working.
- The visits and visitors who help you learn and make your day more interesting.
- All the things you are learning about making good choices of food and being safe.
- The good help you receive from all the adults in the school.
- All the interesting activities that are prepared for you each day and the way you are improving your English.
- The way the adults keep you really safe and talk with your mums and dads if there are worries of any kind.
- Your parents and carers are happy with the school.
There are things that would make Alexandra even better.
- Very recently, a new way of working was introduced for children under the age of four and I have asked the headteacher and teachers to use it when they plan activities for you.
- Finally, I have asked the governors of the school to work even harder to ensure your safety and learning.
I know that you like school and I want you to promise that you will continue to enjoy it.
Best wishes and good luck for the future.
Introduction
The inspection was carried out by an additional inspector.
Description of the school
The school includes different kinds of provision for children aged 6 months to 8 years. This inspection focuses on the provision for 3 to 5 year olds in the Nursery, funded by the local authority (LA). The other section of the school that is for children from 6 months to 3 years within the Children's Centre and the day-care provision for children is the focus of a separate inspection.
The Nursery is situated in an area of economic and social deprivation. There are 124 children on roll. Most attend part time. Children who need full time day-care take up 10% of places. There is a high percentage of children with learning difficulties and/or disabilities. About one half of these, including two children with a statement of special educational needs, have moderate to severe physical and learning needs and communication and language difficulties. The needs of these children are provided for within the Nursery resource base.
There are 75% of children, mainly from Asian heritages who speak Gujarati or Urdu as their home language. A very small number of children are from African heritages. Most children have little or no understanding of English on entry to the Nursery. The overall attainments of the majority of children on entry in their understanding and speaking skills in English, and personal and social skills are well below average.
Key for inspection grades
| Grade 1 |
Outstanding |
| Grade 2 |
Good |
| Grade 3 |
Satisfactory |
| Grade 4 |
Inadequate |
Overall effectiveness of the school
Alexandra Nursery is a good school with some outstanding features. The inspection judgements agree with the school's evaluation of its effectiveness. The Nursery is well managed. The leadership of the headteacher is outstanding. Her aims of promoting the well-being of all children and planning a stimulating learning environment to meet their needs are evident in practice. The quality of teaching and learning is generally good. The children make good progress overall in their learning. In their personal, social and emotional development they make very good progress. Children learning English as an additional language learn to speak English quickly because of the exceptional bilingual teaching. However, not all staff are as successful in using language that children understand or in sufficiently reinforcing the learning objectives of activities. Children with learning difficulties and/or disabilities make good progress towards the targets that are set for them and are especially well provided for. The curriculum is extremely well thought out and the care of pupils is outstanding. The parents are appreciative of the education their children receive. The school is well thought of in the community and is oversubscribed. There has been good improvement since the last inspection and there is good capacity for further improvement. The school provides good value for money.
Grade: 2
What the school should do to improve further
- Continue to monitor the quality of teaching and learning and develop consistency in provision.
Achievement and standards
Children make good progress in learning overall. Most children enter the Nursery with little or no understanding of English and social skills that are well below those normally expected for their age. In their personal, social and emotional development the children make very good progress because the staff place priority on ensuring children's well-being. As a result of outstanding bilingual teaching, the children quickly learn to speak and understand English and make very good progress in their communication and language skills. In their mathematical development, knowledge and understanding of the world, and creative and physical development, children make good progress. By the time the children leave the Nursery, a minority are working at the standards expected of children of this age. The majority are working towards the expected standards and a very small minority exceed them. Those with learning difficulties and/or disabilities, make good, and some make very good progress, towards their targets. This is because of the support they receive from staff and outside agencies. The individual learning plans and detailed assessments kept by the staff for each child are used well to match the activities to the children's learning needs. Consequently, the Nursery provides a successful and inclusive learning environment for all children.
Grade: 2
Personal development and well-being
The children's well-being is at the heart of the Nursery provision. Their personal development is promoted extremely well. When asked, the children say they like school and like playing with their friends. The small group discussions at circle times provide a useful platform for children to share their feelings. The majority gain a good understanding of the difference between right and wrong. Children are learning well to talk and be respectful to adults and each other. For example, one child spontaneously gave up her chair so that a child with learning difficulties and/or disabilities could sit down, join the group and enjoy making cards and presents for Eid. Those children, who are learning to speak English, quickly begin to understand and speak the language because of the skilled bilingual support and the carefully structured programme that is followed. All children enjoy celebrating major festivals and the cultural heritage of others. The staff work hard to ensure the Nursery is safe. Children are beginning to take responsibility for their own safety when for example, using the outdoor equipment and in their personal hygiene. Healthy eating is promoted very well; children eat vegetarian healthy food at lunchtime and have healthy snacks. Water is always made available. Children learn about the wider world, for example, from their planned visits to shops to buy items and the many visitors such as musicians, artists and an African drummer that come to work with them in school. Attendance is good for most children and is regularly checked. However, some children are absent for long periods because of the extended holidays taken during term time. This limits their progress.
Grade: 1
Quality of provision
Teaching and learning
The quality of teaching and learning is generally good and varies from outstanding to satisfactory. The teaching of personal and social skills is outstanding. This is enhanced by the high quality of relationships between the adults and the children. Children learn to manage their feelings and emotions very well because staff consistently model the expected behaviour. At the first sign of any upsetting behaviour, staff are quick to act to resolve any difficulties. The quality of bilingual teaching is extremely good. Skilled teaching in children's home languages of Gujarati and Urdu and increasingly in English enables children to quickly learn to understand and gain new vocabulary in English. One parent commented that her child in a few weeks had progressed from knowing only a few words in English to communicating in some phrases and sentences. Although most teaching is good, there are some missed opportunities to extend children's learning when they don't understand the words the teacher is using. On these occasions the learning objectives are not sufficiently reinforced and this tends to limit the children's progress. Children with learning difficulties and/or disabilities make good progress and sometimes very good progress. This is because they are well supported by the teachers and knowledgeable teaching assistants. All children have an individual learning plan. Consequently, staff know their needs very well and plan securely on what the children can do and what they need to learn next.
Grade: 2
Curriculum and other activities
All children have access to an extremely well thought out range of exciting activities that allow them to follow their own interests indoors and outdoors. There is a great emphasis on children developing basic skills. The provision of circle times and the role-play areas such as the home area and the garage promote pupils' speaking and social skills very well. There is a good balance of activities between the activities taught by the staff and those that children choose themselves. The Nursery is very well resourced to reflect all cultural heritages and organised for children to investigate and satisfy their curiosity by finding out how things work. For example, one child spinning a coloured circle on a rod realised the end stop was there to prevent the circle falling off the rod. He quickly made the connection between how the axles and wheels worked on the big moving toys outside. The staff record children's choices of activities and ensure that over time they experience the full range provided and build on their previous learning. The resource base has sensory and light tubes and is a quieter area where children can relax. This is particularly appropriate to the needs of the children with learning difficulties and/or disabilities.
Grade: 1
Care, guidance and support
The care, guidance and support given to children are outstanding. The induction period into the Nursery enables the staff to get to know the children and understand and record their individual needs. The staff care for all children equally well. The allocation of key adults to work with small groups of children each day strengthens the quality of relationships between the children their parents and the staff. The care shown towards each child so that they feel secure, loved and confident in learning is exemplary. The staff are particularly sensitive towards children who are vulnerable or who have specific learning difficulties and/or disabilities. The coordinator for learning difficulties and/or disabilities and the staff work extremely well with outside agencies and the children's parents to ensure that the children get the specific help and resources they need. There are good procedures for child protection and to promote children's safety. Attendance is regularly checked and there are effective measures to follow-up absences and reduce lateness. Parents are kept very well informed about their children's progress. The reports detail children's well-being and say clearly what the child can do and what they are to learn next. The parents, without exception praise the good work of the staff.
Grade: 1
Leadership and management
The quality of the leadership and management is good. The leadership of the headteacher is outstanding. Her vision to promote the children's well-being so that they then become fully involved in learning is shared by the staff. Together the staff and the headteacher have created a learning environment where children are happy and flourish. The school is fully inclusive and meets the needs of the children and their parents. Views are gathered systematically from the children, staff, parents and governors and taken into account. Parents comment positively on the approachability of the staff. The subject leaders carry out their responsibilities well because they receive good professional development. The provision for children with learning difficulties and/or disabilities is exceptionally good. There are good systems in place to check on how well the school is doing and to identify where further improvements can be made. The monitoring of teaching and learning by the headteacher has rightly identified the need for gaining greater consistency in teaching and learning. This is a forward-looking school that shares its vision and expertise with colleagues and outside agencies and regularly trains students. The governors are supportive. A small group of them are knowledgeable and work well to help the school move forward. Some parent governors are new in post and require some training and support.
Grade: 2
