|Name||Speedwell Nursery School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||13 May 2015|
|Address||Speedwell Road, Kingswood, Bristol, BS5 7SY|
|Number of Pupils||140|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
All children attending this school are in the early years provision. The setting is a fully integrated nursery school, day-care facility and children’s centre, overseen by one headteacher. The provision was extended in 2013 to provide 40 places for two-year-old children. Only the nursery school was included in this inspection. The number of children attending the nursery has increased significantly since the last inspection and Speedwell is now larger than the average-sized nursery school. All children attend part time. Sixty children attend all day on Monday and Tuesday and Wednesday morning. Fifty seven children attend on Wednesday afternoon and all day Thursday and Friday. Children join the nursery at three points during each year, at the start of the term after their third birthday. The proportion of disabled children and those who have special educational needs is above that found nationally. Most of these children have speech and language difficulties and there are a small number of children with autistic spectrum disorders. A third of the children are from minority ethnic groups. This is an above average number. A quarter of the children speak English as an additional language and 16 children are at an early stage of speaking English. A very small number of children are eligible for the early years pupil premium (EYPP) funding from April 2015. Bristol is one of the seven local authorities trialling the impact of this additional funding. However, the school has not yet received this additional finance so no comment can be made about its effectiveness. The headteacher takes a leading role in the city in encouraging early years settings to work together to share best practice and increase efficiency in delivery and financial management.
Summary of key findings for parents and pupils
This is an outstanding school. The headteacher’s excellent leadership and high expectations have enabled the school to successfully build on and improve the good practice found at the last inspection. Other leaders and managers actively seek out and use the latest research into the most effective ways to promote children’s learning and development. Together with the governing body, they contribute exceptionally well to ensuring and maintaining outstanding teaching and achievement. Behaviour and safety are outstanding. Children and their parents feel exceptionally safe in the nursery and develop close, trusting relationships with the staff. Children get on very well together as they learn to respect and consider the needs of others. The quality of teaching is outstanding. Teachers plan and prepare purposeful learning activities very carefully and thoughtfully. Consequently, children love learning and concentrate for long periods of time. Since the last inspection, senior leaders have greatly improved the systems for recording and measuring children’s attainment and progress. This information is shared with all staff so they know precisely at what level to challenge each child. All children make excellent gains in their learning. Most are reaching, and the most able are exceeding, typical levels for their age, by the time they leave, especially in their personal and social and early literacy skills and in their physical development. Staff establish an excellent partnership with all parents. Parents understand and are totally committed to the headteacher’s and staff’s vision for the school. They are all delighted with what the nursery offers the whole family through projects such as group craft sessions and a community allotment. The school promotes children’s spiritual, moral, social and cultural development extremely well. The curriculum is exciting and varied. Activities such as the forest school and numerous trips develop children’s imagination and stimulate their curiosity. The provision for disabled children and those who have special educational needs is of a very high quality. Parents are very appreciative of the way in which staff tenderly support children with complex needs. There are strong links with the local reception classes where the children move on to after nursery. However, there are few chances for staff in both the nursery and the reception classes to visit each other’s settings to share best practice.