Beverley Manor Nursery School

Highlights from Latest Inspection

Outcome

Beverley Manor Nursery School continues to be an outstanding school.

What is it like to attend this school?

Children thrive in this inspirational nursery setting. They are greeted warmly by the adults who care for them. Children's attitudes to learning are exceptionally positive.

They engage enthusiastically in a range of activities. This starts as soon as they enter the nursery each day, there is not a minute of lost learning time.

Children develop strong relationships with adults and one another.

They talk of playing with their 'best friends' as they make models together. Those who are still developing their language skills play alongside each other. They use po...sitive gestures such as smiling or passing objects to communicate and play together.

Children know the importance of sharing and taking turns. At the potion station, children wait patiently to access the equipment they need. They use their manners to ask for a turn.

Children talk confidently to familiar adults and are eager to share their learning with visitors to the school.

The school is ambitious for every child. The curriculum has been carefully crafted to meet their needs.

It goes beyond what might be expected for children of this age. It is designed in a way so that all children experience success.

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

The school's deliberate and precise routines ensure everyone knows what to do throughout the school day.

This supports the smooth running of a busy, yet purposeful learning environment. Even the youngest children who are new to the setting, take part in daily 'skills' sessions. The behaviour of children is excellent.

Supportive conversations and gentle reminders are used to teach children how to regulate and talk about how they are feeling or why something has happened. Children quickly learn what is expected of them and rise to these high expectations.

The curriculum has been designed with ambitious end points in mind.

These end points are carefully broken down into small steps of learning, adapted to meet the individual needs of learners. All children aged two to four, including those with special educational needs and/or disabilities (SEND), fully access the curriculum. Those children with higher starting points are provided with the challenge that they need.

Across all areas of learning, opportunities are carefully and deliberately planned. Staff are very skilled at delivering the curriculum because of the excellent training they receive. They have a deep understanding of how children learn and develop.

Staff know how to give children the time to think for themselves and explore. They are equally skilled at knowing how to step in, interact and extend children's learning.

Children's early communication and language skills are given the highest priority.

Staff are particularly strong at supporting children's speech, language and communication development. Every opportunity is used to model and reinforce children's growing language skills. Books are carefully selected to introduce new words.

Children share stories with adults and each other. They enthusiastically join in with familiar songs and rhymes.

The teaching of mathematics is threaded throughout daily routines.

There are numerous occasions for children to practise counting and use the mathematics words they are learning. For example, children use sticks to make triangles and squares, they talk about how many sides each shape has.

Learning opportunities to develop children's curiosity, creativity and imagination are equally ambitious.

Children delight in taking part in experiments. They become scientists and talk about what scientists are and the questions they might ask. Children demonstrate a sense of awe and wonder when making their own butter.

They are excited to share what has happened and what has changed.

The school extends the curriculum to promote children's wider development. Staff teach children about diversity and different ways of life.

For instance, they celebrate a range of festivals and cultural events with children throughout the year. Staff include traditions that are relevant to the children who attend the nursery. This helps children to feel valued and to respect their similarities and differences.

Children develop high levels of sustained concentration and independence, which prepares them well for their next steps in school. They show perseverance and resilience to complete tasks, whether this be peeling their own fruit, or when using clay to make a pot on the potter's wheel. Children have their own roles within the nursery to develop a sense of responsibility.

They enjoy being chosen to be register or behaviour monitors.

Leaders ensure that any children with additional needs are identified early and appropriate support is swiftly put in place. The school works well with external agencies and specialists to establish the most suitable support based on individual children's needs.

Staff are deeply committed to ensuring that the curriculum, routines and environment are right for all children. They create and deliver bespoke learning plans where these are needed.

Leaders, including the governing body, continually strive to provide high-quality provision for all children.

Staff professional development is highly purposeful. Staff have the subject knowledge to be effective practitioners. Staff feel valued and are proud to work at the nursery school.

The nursery motto of `Where children come first and everything we do must reflect this single goal' is embodied by staff every day.

Safeguarding

The arrangements for safeguarding are effective.

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 first ungraded inspection since we judged the school to be outstanding in February 2019.