|Name||Evesham Nursery School|
|Ofsted Inspection Rating||Good|
|Address||Four Pools Lane, Evesham, Worcestershire, WR11 1BN|
|Number of Pupils||113|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Highlights from Latest Full Inspection✝
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Information about this school
This school is smaller than the average-sized school. There are three classes. The nursery offers provision for children from two to four years old. Some children attend for full days, and some attend on a part-time basis. Most children are from White British backgrounds. A minority are from Eastern European backgrounds and speak English as an additional language. The proportion of children with SEND is similar to the national average. A small number of children have dual placements and attend a local special school part-time. The proportion of disadvantaged children is below the national average.
Summary of key findings for parents and pupils
This is a good school The headteacher leads the school with passion and commitment. She wants only the best for the children. She is supported exceptionally well in this by a united and dedicated staff team. The headteacher and governors are justifiably proud of the school’s good reputation in the local community. All adults establish caring and nurturing relationships with the children and make sure that every individual feels safe, happy and secure. As a result, children settle very quickly into school life. Governors are conscientious and proficient in their roles. They have a good understanding of the school’s strengths and the needs of young children. They check its performance closely but have not ensured that the school’s website and the record of staff appointments contain all the statutory information required. Leaders have a clear view of the school’s strengths and areas for improvement. However, the school development plan is sparse. It does not stipulate what actions will be taken to achieve priorities identified, or how these will be monitored and evaluated. Leaders organise, oversee and plan the curriculum carefully. Exciting activities are planned to develop all areas of learning. This ensures that children develop their curiosity, exploration, imagination and problem-solving skills to a high level. The headteacher monitors teaching carefully. Staff receive informal verbal feedback on the quality of their work. However, written and systematic feedback is not provided to guide staff on how to improve their practice further. There are considerable strengths in teaching. Adults enable children to develop excellent language and social skills. They plan fewer opportunities for children to develop early mathematics or to challenge the most able children. This affects their progress. Children behave extremely well. They are inquisitive, confident and enthusiastic learners. This is because teachers ensure that activities are matched closely to children’s interests. All children, including those who are disadvantaged, children with special educational needs and/or disabilities (SEND) and the most able, make good progress from their starting points. As a result, children are very well prepared for the next stage of their education. Support for children who speak English as an additional language is strong. This ensures that these children quickly develop their communication skills, are fully included in school life and do not fall behind. The school enjoys overwhelming support from parents. This is because staff work hard to support families and welcome parents’ participation in their child’s education.