|Name||Aclet Close Nursery School|
|Ofsted Inspection Rating||Good|
|Inspection Date||08 March 2017|
|Address||Aclet Close, Bishop Auckland, County Durham, DL14 6PX|
|Number of Pupils||49|
Information about this school
The school meets requirements on the publication of specified information on its website. Aclet Close Nursery is a smaller than average-sized nursery school. The headteacher, deputy headteacher, and most of the governing body are new since the last inspection. The vast majority of children are White British. The proportion of children who have special educational needs and/or disabilities is average, as is the proportion of children who are disadvantaged. Since the last inspection, the Nursery now delivers provision for two-year-olds.
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, and is supported exceptionally well in this by the new deputy headteacher and the staff. Managers and leaders have an accurate view of the school’s strengths and where further improvement is required. Governors provide strong support and challenge to the school. However, they do not always ensure that the targets in the school development plan are written in such a way as to enable robust monitoring. Through good teaching, both indoors and outdoors, the vast majority of children make at least good progress from their different starting points. Older children are well prepared for starting Reception class at school. However, the proportion of the most able children who make rapid progress is lower than expected. Adults provide a high standard of care and welfare for children. Safeguarding systems and procedures are well known, understood and implemented consistently. Children are effectively taught how to keep themselves safe. Children are confident learners. Most children behave very well throughout the sessions and know the routines of the Nursery very well indeed. Staff are good role models and have high expectations. However, the learning environment does not consistently enable boys to use every opportunity to learn and develop. Children who have special educational needs and/or disabilities make very good progress towards their targets. Disadvantaged children make rapid progress and soon catch up with other children. Any slowing in progress for any child is swiftly identified and effectively acted upon.