Aughton Early Years Centre

Highlights from Latest Inspection

Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that the school's work may have improved significantly across all areas since the previous inspection. The school's next inspection will be a graded inspection.

What is it like to attend this school?

Children achieve exceptionally well at Aughton Early Years Centre. Staff have high expectations of what children can do. Children rise to these expectations.

They develop high levels of resilience. Children carry out challenging tasks, such as sawing wood or constructing rope bridges, with enthusiasm and success. Children develop extensive vocabulary that helps them to talk about what they know.

Children's ...conduct is impeccable. Staff help them to focus for long periods on what they are doing. Children happily explore their well-resourced environments.

Children feel safe. They have strong relationships with each other and their adults. Children follow the basic rules of 'be kind, be careful, be helpful'.

Children help each other out with what they need to do, whether that is washing dolls or singing songs together.

The school provides enriching experiences for the children, such as bringing owls, bees or rock pools in. Children relish these opportunities and develop rich vocabulary from them.

Children learn about seasonal changes in many ways, such as by studying different flowers that grow in the school garden or the birds that visit.

Fundamental British values are thoughtfully woven through what children do and learn. For example, children learn to choose when to go outside and how to put on their own coats and wellies.

This helps them to build confidence in their own choices.

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

Leaders, including governors, have made large strides in improving the school since the last inspection. They have included staff at all levels in the improvement process, which is well understood throughout the school.

The school has developed the curriculum so that it is clear what staff need to teach at each age and stage. There are clear milestones for children to work towards. The school has defined the steps that children need to move through to reach these milestones.

Staff have a very strong understanding of how to support children to achieve them. For some children, including some of those with special educational needs and/or disabilities (SEND), staff break the steps down into even smaller parts. This helps children feel successful and a sense of achievement, whatever their starting points.

Staff use every opportunity to develop children's language. Children regularly listen to stories and sing songs. Staff select songs, stories and rhymes with great care to ensure that they contain words or ideas that will benefit the children.

Staff provide highly effective sessions for children who need extra help to develop their attention. Staff build children's use of vocabulary with high-quality interactions when the children are learning independently.

Children develop important skills in literacy and numeracy.

They can hear the sounds in words and master effective pencil grips. They can count reliably and understand important concepts, such as five being more than four. Children can talk about what they know with remarkable skill and confidence.

The school focuses on habits that they know will benefit children in the long run. They expect children to come every day. The school keeps a clear record of the attendance of all children.

Where attendance drops, staff intervene to support families. Children develop an excellent understanding of respect and resilience for their age. They are keen to learn.

Staff benefit from highly effective training and guidance. For example, the school supports them to improve their practice in collaborative groups. Leaders check on the impact of this.

Staff interactions with children are of a consistently high standard throughout the day. Anything new that is brought in is done so with careful consideration. Staff are positive about their work.

Governors have a clear oversight of what is happening in the school. They use information provided to them well. They have sharpened their understanding of how children with SEND and disadvantaged children are achieving.

The school is highly regarded by parents and carers, not just for its education but also its place in the community. Parents are rightfully impressed with the nurturing atmosphere and the wide range of activities available in the outdoor provision.

Safeguarding

The arrangements for safeguarding are effective.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. 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's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection 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 first ungraded inspection since we judged the school to be good for overall effectiveness in 21 and 22 January 2020.

Also at this postcode