Caversham Nursery School


Name Caversham Nursery School
Ofsted Inspection Rating Outstanding
Inspection Date 03 May 2017
Address 114 Amersham Road, Caversham, Reading, Berkshire, RG4 5NA
Type Nursery
Gender Mixed
Number of Pupils 61
Local Authority Reading
Catchment Area Information Available No
Last Distance Offered Information Available No
Highlights from Latest Inspection:

Information about this school

Caversham Nursery School provides education for children aged three to four. Most children attend on a part-time basis, although a few attend full time. Flexible arrangements enable children to join for half the week, morning, afternoon sessions or any other combination. The school is part of a hard federation with New Bridge Nursery School. Both schools share the same executive headteacher and governing body. The governing body and leadership team also manage day care for children from birth to three years on the same site. There is also a children’s centre, run by the local authority. This provision was not part of this inspection. A breakfast club and a lunch club are available to provide wrap-around care for children at the school. Hot meals are cooked on site and provided for the children. A small proportion of children have special educational needs and/or disabilities. None have an education, health and care plan. Approximately one third of children are known to be disadvantaged and receive the early years pupil premium funding. Children join the nursery from a range of different backgrounds and at different times throughout the school year. Around one quarter of children speak English as an additional language. The school meets requirements on the publication of specified information on its website.

Summary of key findings for parents and pupils

This is an outstanding school Senior leaders, governors and staff are committed to ensuring that ‘every moment matters’ for every child. Leadership is shared widely so that this excellent provision is continually developing. Continuous training and development for staff have secured very high standards in teaching, learning and assessment. As a result, children’s outcomes are outstanding. Teaching is characterised by high-quality interactions between adults and children. Staff use their expertise and time very well to accelerate children’s learning. The flexible curriculum is extremely motivating for children as it enables them to learn through their own interests. Children receive personalised care, teaching and support that meet their needs very well. Children achieve very well across the different areas of learning. Staff make astute adjustments to provision to cover children’s learning needs. Disadvantaged children achieve as well as other children. The early years pupil premium is very well spent. Children who have special educational needs and/or disabilities make excellent progress. Additional support matches their individual needs very closely. Parents are very effective partners in developing children’s learning. Successful, ongoing dialogue between home and school ensures that children make sustained progress. Children’s personal development and welfare are at the heart of the school’s work. Children benefit from strong relationships and the right experiences that ensure that they thrive. Staff set and maintain very high expectations for children’s behaviour. As a result, children’s conduct is exemplary. Children take considerable responsibility for themselves and are very caring towards each other. Staff support children’s personal development very well. Leaders have created a culture of vigilance and care for children. Strong and highly effective relationships with families provide the right amount of help at the right time to those who need it. Governors challenge and support senior leaders very well. They use their deep knowledge of the school to ask pertinent questions. The school development plan does not set out precise expectations for the progress of different groups of children. Currently, leaders and governors cannot check the impact of this work well enough.