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Westfield Nursery School
Westfield Road Dunstable Bedfordshire LU6 1DL Tel: 01582 608650 Email: office@westfieldnurseryschool.org Head Teacher - Mrs Elizabeth Collins |
OFSTED
| Ofsted Report June 2021 |
PARENT VIEW
If you would like to leave your views about the school on the Ofsted website called Parent View please
Ofsted Outcomes 2021 Summary of findings
What does the school need to do to improve further?
Ofsted said
Leaders have not designed a structured curriculum that identifies precisely what they want children to learn in each area of learning. The curriculum is not well sequenced and therefore does not ensure that children build on their prior learning to help them develop a deeper understanding of what they are being taught. Leaders should now ensure that they design a curriculum that builds progressively on children's learning.
What we did
We used parent/ carer views and the non-statutory guidance as well as other early years best practice advice to devise our own bespoke, sequenced curriculum which is published on the curriculum tab of our website. We have devised a seamless planning; curriculum offer and assessment process.
What we found
In their monitoring visits Governors have found pupils who are
-engaged with the activities on offer
-active
-displaying high levels of confidence and independence
-persevering and showing great determination to succeed
-playing co-operatively
-developing each other’s ideas and talk when playing
-happy
Working alongside children every day, staff have found pupils
-Engage
-Concentrate
-Have confidence
-Listen, understand and speak more
-Retell stories more confidently and read more often
-Have better knowledge
-Talk more using a wider vocabulary
-Make good progress
-Progress well
Staff have found they
-Understand the steps in learning
-Better target pupil support
-Make better decisions
Ofsted said
The curriculum for early reading does not identify precisely what leaders want children to be able to do and by when. It does not identify key components, such as vocabulary that children need to learn and build on so that they can be successful learners. Leaders need to ensure plans detail the crucial knowledge needed for early reading and phonics and ensure that plans are consistently implemented across the school.
What we did
We identified key vocabulary and knowledge children needed to know and taught this through themed work. We ensured children are hearing more stories. We wrote and delivered a phonics skills program.
What we found
In their monitoring visits Governors have found pupils who are
-engaging in well led and delivered phonics sessions
-using theme related vocabulary confidently
-copying sounds and following instructions to make different sounds
An external advisor found
Clear evidence of a consistency in approach regarding; key vocabulary, message boards, opportunities to see and read print, name cards, speech bubbles with children’s comments and ideas in, picture cues. Some well-presented literacy storyboards celebrating stories children had developed.
Working alongside children every day, staff have found pupils
-Engage
-Understand more
-Use wider & more challenging vocabulary
-Are more confident
-Listen, understand and speak with practitioners, peers and family members
-Have better knowledge
-Contribute during large group times
-Enjoy finding out about new words
-Progress well
Staff have found they
-Increased expertise about early phonics steps
-Have greater confidence
-Hear vocabulary words in child-initiated play
Ofsted said
School improvement plans do not focus on the right priorities. Objectives are not well defined, and appropriate milestones and success criteria are not detailed. Leaders must ensure they identify the right priorities for school improvement and ensure that leaders, including governors, can check what difference their actions make. This will give them a better understanding of where the school is.
What we did
We used external expertise to help us write and monitor against robust plans.
What we found
In their termly monitoring meetings the local authority representatives concluded we had made rapid progress against all areas. Members of the leadership team are more aware of the strengths, needs of the school and the impact of actions we take.
Ofsted said
Some staff do not know how to question children to probe ideas to move children's learning on. Leaders need to ensure that all staff are supported to develop their questioning skills and to have a thorough knowledge of how children learn. In addition, staff training needs to be linked precisely to school improvement and its impact evaluated routinely.
What we did
We delivered staff training on questioning and sustained shared thinking to support better questioning. We used question prompts and monitored interactions.
What we found
In their monitoring visits Governors have found pupils who are
- Good use of questioning to develop learning and broaden vocabulary
An external advisor found
The value of questioning was evident, and it was used effectively to scaffold learning so children could all contribute if they wished. Adult support was given appropriately to those needing greater support.
Working alongside children every day, staff have found pupils
-Engage
-Have confidence
-Use more vocabulary
-Have greater knowledge
-Think before responding
-Give fuller answers
-Understand appropriate responses
-Ask each other questions & to ask adults questions
-Are more independent
Staff have found they
-Are more confident to ask questions, especially when being observed
-Are more confident to adapt practice
-Have better interactions
Ofsted said
Governors do not know enough about how well children achieve. Further training is required to ensure governors know how to gain a thorough understanding of the impact of leaders' actions on improving the quality of education within the school.
What we did
We completed a skills audit, updated the terms of reference and schedule of business, shared key information via an online platform and sought to strengthen the membership. We reviewed how we minute meetings to reflect the impact governors are having. We have completed more monitoring and are aware of the impact of actions taken by the school following the Ofsted report.
What we found
We are more aware of the impact of actions taken. We understand the needs of the children on arrival to the setting and the impact learning at this setting has. Pupils are happy, engaged, confident and independent. Children co-operate, persevere and talk using a wide range of challenging vocabulary.
- The children who come to Westfield Nursery are lively and confident, and come to school keen to learn.
- Children listen carefully to instructions. They enjoy story time and engage enthusiastically with the adults reading to them. When deciding on activities, children often choose to look at books in the reading corner or use pencils to draw. There is a variety of engaging resources available for children to play with.
- Children play happily together and learn to be kind to each other.
- Parents and carers are happy with what the school provides for their children, particularly for children with special educational needs/and or disabilities (SEND).
- All staff have extremely positive relationships with children. They model calmness and patience. Adults encourage children to understand how their actions can affect the feelings of others. Children know they are valued and are safe.
- Staff are passionate about helping children to do their best. They provide strong and nurturing support for the most vulnerable children.
- Adults manage any low-level disruption calmly. They help children to understand how to manage their feelings. This helps children engage with their learning positively.
- Adults plan learning to meet children’s interests.
- In the different classes, adults set up a wide range of activities to support children in the seven areas of learning.
- Work with families begins before children start Nursery. This helps to set expectations and establish strong relationships. Strong community links help families who speak English as an additional language to settle in well.
- Throughout the COVID-19 (coronavirus) pandemic, the special educational needs coordinator has worked closely with parents. A high number of education health and care plans were completed, and support plans reviewed. This ensures that children with additional needs receive the support they need.
- Leaders do all they can to ensure that attendance is as high as it can be
- The governing body is passionate about what the nursery provides for the community. They ensure that staff and children’s well-being is a priority.
- The arrangements for safeguarding are effective.
- Children are very well looked after. The most vulnerable children get the support and nurturing they need to feel safe and confident. Leaders carry out all the necessary employment checks and record them in the single central register.
- Staff are well trained in safeguarding. Leaders ensure that staff have a strong knowledge of risks in the local area. Regular discussions help to reinforce staff members’ knowledge of concerns. Safeguarding systems are strong. Leaders are rigorous in pursuing support for children when it is needed.
What does the school need to do to improve further?
Ofsted said
Leaders have not designed a structured curriculum that identifies precisely what they want children to learn in each area of learning. The curriculum is not well sequenced and therefore does not ensure that children build on their prior learning to help them develop a deeper understanding of what they are being taught. Leaders should now ensure that they design a curriculum that builds progressively on children's learning.
What we did
We used parent/ carer views and the non-statutory guidance as well as other early years best practice advice to devise our own bespoke, sequenced curriculum which is published on the curriculum tab of our website. We have devised a seamless planning; curriculum offer and assessment process.
What we found
In their monitoring visits Governors have found pupils who are
-engaged with the activities on offer
-active
-displaying high levels of confidence and independence
-persevering and showing great determination to succeed
-playing co-operatively
-developing each other’s ideas and talk when playing
-happy
Working alongside children every day, staff have found pupils
-Engage
-Concentrate
-Have confidence
-Listen, understand and speak more
-Retell stories more confidently and read more often
-Have better knowledge
-Talk more using a wider vocabulary
-Make good progress
-Progress well
Staff have found they
-Understand the steps in learning
-Better target pupil support
-Make better decisions
Ofsted said
The curriculum for early reading does not identify precisely what leaders want children to be able to do and by when. It does not identify key components, such as vocabulary that children need to learn and build on so that they can be successful learners. Leaders need to ensure plans detail the crucial knowledge needed for early reading and phonics and ensure that plans are consistently implemented across the school.
What we did
We identified key vocabulary and knowledge children needed to know and taught this through themed work. We ensured children are hearing more stories. We wrote and delivered a phonics skills program.
What we found
In their monitoring visits Governors have found pupils who are
-engaging in well led and delivered phonics sessions
-using theme related vocabulary confidently
-copying sounds and following instructions to make different sounds
An external advisor found
Clear evidence of a consistency in approach regarding; key vocabulary, message boards, opportunities to see and read print, name cards, speech bubbles with children’s comments and ideas in, picture cues. Some well-presented literacy storyboards celebrating stories children had developed.
Working alongside children every day, staff have found pupils
-Engage
-Understand more
-Use wider & more challenging vocabulary
-Are more confident
-Listen, understand and speak with practitioners, peers and family members
-Have better knowledge
-Contribute during large group times
-Enjoy finding out about new words
-Progress well
Staff have found they
-Increased expertise about early phonics steps
-Have greater confidence
-Hear vocabulary words in child-initiated play
Ofsted said
School improvement plans do not focus on the right priorities. Objectives are not well defined, and appropriate milestones and success criteria are not detailed. Leaders must ensure they identify the right priorities for school improvement and ensure that leaders, including governors, can check what difference their actions make. This will give them a better understanding of where the school is.
What we did
We used external expertise to help us write and monitor against robust plans.
What we found
In their termly monitoring meetings the local authority representatives concluded we had made rapid progress against all areas. Members of the leadership team are more aware of the strengths, needs of the school and the impact of actions we take.
Ofsted said
Some staff do not know how to question children to probe ideas to move children's learning on. Leaders need to ensure that all staff are supported to develop their questioning skills and to have a thorough knowledge of how children learn. In addition, staff training needs to be linked precisely to school improvement and its impact evaluated routinely.
What we did
We delivered staff training on questioning and sustained shared thinking to support better questioning. We used question prompts and monitored interactions.
What we found
In their monitoring visits Governors have found pupils who are
- Good use of questioning to develop learning and broaden vocabulary
An external advisor found
The value of questioning was evident, and it was used effectively to scaffold learning so children could all contribute if they wished. Adult support was given appropriately to those needing greater support.
Working alongside children every day, staff have found pupils
-Engage
-Have confidence
-Use more vocabulary
-Have greater knowledge
-Think before responding
-Give fuller answers
-Understand appropriate responses
-Ask each other questions & to ask adults questions
-Are more independent
Staff have found they
-Are more confident to ask questions, especially when being observed
-Are more confident to adapt practice
-Have better interactions
Ofsted said
Governors do not know enough about how well children achieve. Further training is required to ensure governors know how to gain a thorough understanding of the impact of leaders' actions on improving the quality of education within the school.
What we did
We completed a skills audit, updated the terms of reference and schedule of business, shared key information via an online platform and sought to strengthen the membership. We reviewed how we minute meetings to reflect the impact governors are having. We have completed more monitoring and are aware of the impact of actions taken by the school following the Ofsted report.
What we found
We are more aware of the impact of actions taken. We understand the needs of the children on arrival to the setting and the impact learning at this setting has. Pupils are happy, engaged, confident and independent. Children co-operate, persevere and talk using a wide range of challenging vocabulary.
