EARLY YEARS INSPECTION SEPTEMBER 2004

The school opens from 08.30 to 15.30, with the Nursery open from 12.00 to 15.30, and the Kindergarten and Transition classes from 08.30 till 12.00. Some children in these classes, though, stay until 15.30.

Staff have experience of working with children who have special needs. At present, one child has English as an additional language.
The head teacher and eight staff work with the children, seven of whom have appropriate early years qualifications. The children also attend sessions with specialist teachers in French, Music, Games and Computer Skills. The nursery receives support from an advisor from the Early Years Partnership.

INSPECTION OF THE NURSERY EDUCATION PROVISION FOR FUNDED THREE AND FOUR YEAR OLDS.

How effective is the nursery education?

Hilden Oaks School provides high quality nursery education overall which enables children to make very good progress towards the early learning goals.

The quality of teaching is very good. Staff are secure in their understanding of how children learn, and plan an exciting range of activities to cover all areas of learning. They provide good support for the children in individual and group activities, and are clear about the learning intentions of different activities. Staff are enthusiastic, good humoured, and provide good role models for the children. Staff know the children well and are sensitive to their needs, helping children to think for themselves. Behaviour is very good. The new, extended system of assessment and record keeping is thorough, enabling staff to monitor children’s learning closely and differentiate activities so that all children are sufficiently challenged. At present, though, written evaluations of activities are not incorporated into this new assessment system. Effective procedures are in place to support children with special educational needs and those who speak English as an additional language.

Leadership and management are very good. Staff are well supported by a committed head teacher. They work together as a strong team for the benefit of the children and the improvement of the educational provision. Regular evaluations are made to review the effectiveness of the curriculum, and there are frequent staff appraisals.

Partnership with parents and carers is very good. This contributes significantly to children’s progress. They share regular meetings to discuss children’s progress and achievements and to plan their next steps in learning. Parents value the friendly and caring staff.

What is being done well?

• Staff’s clear understanding of the early learning goals leads to well planned activities which ensure a broad and balanced educational programme.

• Staff value, praise and reinforce good behaviour. They encourage the children to share and be considerate. As a result, children’s behaviour is good and they know their boundaries.

• The environment provided for the children, both indoor and outdoor, provides an excellent range of opportunities for them to take part in adult-directed and self-initiated activities. The rooms are carefully organised with well defined areas, each with good quality resources promoting different areas of development. Children are confident to try new experiences with the expert help of qualified, experienced and specialist staff.

• The good links in continuity in the progression through the classes in the early years building has a positive effect on children’s self confidence.

• Children’s individual personalities and achievements are valued and they are made to feel good about themselves. Staff listen to and value the contributions made by the children. As a result children are confident and happy.

What needs to be improved?

• There are no significant weaknesses to report, but consideration should be given to improving the following:-

• Systems for sharing the written evaluations of activities with all members of staff.

What has improved since the last inspection?

Following the last Ofsted inspection there were no significant weaknesses to report, but the setting was asked to consider the following point for development in the action plan:-use the established system of monitoring, reviewing and evaluation to ensure that the high standards already achieved are maintained.

The school has made very good progress since the last inspection. They have further developed the assessment procedures so children’s progress can be monitored even more closely. Monitoring systems in place ensure staff can clearly track children’s progress in all areas. Excellent co-ordination and direction from the head teacher ensures all staff work together to support and extend children’s learning.

SUMMARY OF JUDGEMENTS

PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT

Judgement:   Very Good

Children are happy, settled, well behaved, eager to learn and excited about what they do. As they follow a consistent daily routine, they learn to make choices, take initiatives, concentrate and persevere. Staff value each child’s efforts, which helps them gain confidence and self respect; for example, when changing in preparation for gym lessons. Children take good care of their environment, for example spontaneously place chairs under tables and putting rubbish in bins.

COMMUNICATION, LANGUAGE AND LITERACY

Judgement:   Very Good

Children communicate very well with each other and show good listening skills. Staff provide good opportunities to extend children’s vocabulary throughout the day. Letters and sounds of the alphabet are effectively introduced. The classroom environment reflects the importance of language through notices, signs and books. Children recognise that print carries meaning when ‘reading’ and sharing books. Some are writing recognisable letters and forming their own names simple words.  

MATHEMATICAL DEVELOPMENT

Judgement:   Very Good

Children count confidently to ten and beyond. Staff encourage children to use mathematical language and recognise shapes as part of daily activities, for example when working with play dough and in the sand and water trays. They have good opportunities to develop an understanding of addition and subtraction in activities like counting the features on ‘Boris the Bear’, and through number rhymes.

KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement:   Very Good

Children are encouraged to make predictions and examine difference in a variety of activities, for example, by comparing the impressions of their

finger prints in soft clay. They grow and tend herbs, cultivated in boxes in the outdoor Potting Shed. Children talk about past events, such as adventures involving Snuffy, the toy dog. They are learning about information technology through planned computer instruction and daily use of computers in their own classroom.

PHYSICAL DEVELOPMENT

Judgement:   Very Good

Children’s movement, control and co-ordination are improved both through independent challenges and planned activity sessions where they develop a good sense of space. They learn to balance balls on racquets, and climb with confidence and in safety. Fine manipulative skills are developed well as children display very good skills when cutting, rolling, pouring and constructing.

CREATIVE DEVELOPMENT

Judgement:   Very Good

Children experiment with a wide range of media and use their imaginations well in art, dance, music and play. Examples of their own art work are displayed and valued. They enjoy singing and explore rhythm and sound using instruments such as chime bars. Enthusiastic and supportive staff allow the children to learn through their senses creatively.

Children’s spiritual, moral, social, and cultural development is fostered appropriately: Yes

OUTCOME OF THE INSPECTION

The provision is acceptable and is high quality. Children are making very good progress towards the early learning goals. The next inspection will take place in three to four years time.

WHAT THE SETTING NEEDS TO DO NEXT

(Key issues or points for consideration for improvement in nursery education)

There are no significant weaknesses to report but consideration should be given to improving the following:-

extending the written evaluations of the activities so they are incorporated into the new assessment system.

The registered person must draw up an action plan within 40 working days of receipt of this report showing how the key issues detailed above will be addressed. The action plan must be made available to all parents, and to the Local Authority is required. An evaluation of the action taken will form part of the next combined inspection.