The Gainsborough Nursery School

Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of outstanding as a result of this ungraded (section 8) inspection.

However, the evidence gathered suggests that the inspection grade might not be as high if a graded (section 5) inspection were carried out now. Inspectors are recommending the next inspection to be a graded inspection.

What is it like to attend this school?

Children who attend The Gainsborough Nursery School do well.

They become confident and curious learners who are eager to find out about the world they live in. They are well prepared for the next stage of their education.

Relationships between children and staff are consistently positi...ve.

Staff know children well and take good care of them. Children learn to behave well. Staff have consistent expectations.

They quickly support any child who needs extra help. Children learn about their feelings and emotions. They learn how to take turns.

Older children know to ask, 'How many minutes?' when they have to wait for a turn at something.

Children experience a wide range of activities that increase their knowledge and understanding of the world. These include woodwork and attending bonfires.

Each child in the school has a birthday cake made for them by their class.

Parents and staff are unanimously positive about the school. One parent summed up the views of many, when they said: 'This is an amazing nursery school.

My child is always excited and happy to see his teachers. He is always learning something new. He loves to come home and tell us all about his day and what activities he has been doing.'



What does the school do well and what does it need to do better?

The school's curriculum is well planned and sequenced. It makes clear the important milestones that children are expected to achieve by the end of their time at the school. It is specifically designed to prepare children for full-time school.

The curriculum makes clear what children should know and be able to do, across each of the areas of learning, at each stage of their education. It builds cumulatively over time. Leaders and staff regularly check to make sure that children are keeping up.

Any who fall behind get help to catch up.

Staff teach the curriculum well. They skilfully interact with children to help guide and build their understanding.

Leaders have mapped out the words that children should learn. Staff model how to use these words. Children's vocabulary increases over time.

Children develop a love of books. Staff read to children daily. They make this exciting and engaging.

Children listen intently. Some books are read many times. This helps children to know and remember the characters, familiar rhymes and patterns.

Books, songs and rhymes feature highly each day. Children are well prepared to begin to learn to read.

Staff support children with special educational needs and/or disabilities (SEND) well.

They learn the same curriculum as their peers. Children with SEND have plans that set out what they are expected to achieve and the help that should be in place. However, some of the targets in these plans are too broad.

They do not make clear the precise, small steps that children are expected to master. As a result, some targets are not easily achievable.

The school's 'cultural capital' programme provides children with a wide range of experiences that contribute to their personal development.

All children get the chance to carve a pumpkin, learn to ride a bike without stabilisers, learn about oral hygiene and make food with vegetables grown in the school's allotment. Children learn about democracy. They regularly vote to hear their favourite books read aloud.

Transition into and from the nursery is well thought out. Pre-start and home visits prepare children well for starting nursery. A programme of meetings and events ensure that children are confident and eager to start their journey into full-time education.

Children are taught how to get on with each other. Staff help them to recognise and learn from any poor behaviour. Poor behaviour is rare.

When it does occur, it is recorded. However, leaders do not routinely evaluate records to check for trends or patterns over time.

Senior leaders and governors have created a united staff team whose members share their ambition and determination for children to be well prepared for the next stage of their education.

Staff speak positively about working at the school. They say that leaders are considerate of their workload and well-being. The school's 'well-being overview' makes clear how leaders will support their staff.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have created a positive culture around safeguarding. Roles and responsibilities are commonly understood.

There is a well-organised programme of training and support. Leaders routinely present staff with a range of scenarios to keep safeguarding knowledge fresh and up to date.All concerns are recorded.

Records are fit for purpose. Leaders check these regularly to ensure that any emerging issues are identified early. The school provides a wide range of early help services for children and their families.

The school works effectively with a range of other services and agencies.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some of the targets for children with SEND are too broad. They do not make clear the precise, small steps that children are expected to master.

As a result, some targets are not easily achievable. Leaders should ensure that the targets set for children with SEND are clear, precise and achievable. ? Poor behaviour is rare.

When it does occur, it is recorded. However, leaders do not routinely evaluate records to check for trends or patterns over time. This means that they may miss any emerging patterns that could be addressed early.

Equally, governors cannot use this information to check on the effectiveness of the school's behaviour policy. Leaders should routinely check for, and evaluate, trends and patterns in behaviour.

Background

When we have judged a school to be outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be outstanding in September 2012.