Broomhall Nursery School

Highlights from Latest Inspection

Outcome

Broomhall Nursery School continues to be an outstanding school.

What is it like to attend this school?

Broomhall Nursery School has high ambition for all who attend.

Children, including those with special educational needs and/or disabilities (SEND), benefit from the highly effective support that they receive from the expert practitioners.

Well-established routines enable children to settle quickly into the school day. From an early stage, children develop a sense of belonging.

Over time, they grow in confidence. Children enjoy playing in the classroom as well as exploring in the large outside area. Children who struggle to regulate their behaviour are very well s...upported.

Adults provide appropriate and timely intervention. This helps children to manage their feelings and emotions in an age-appropriate manner.

Leaders are rightly proud of the sense of community that the school provides.

Parents and carers are overwhelmingly positive about the education that their children receive. A parent told inspectors that their child says that the nursery is 'awesome'! Staff get to know the children and their families from the moment they start at the school. Parents value the opportunity to speak to staff at the beginning or end of a session.

Workshops and 'Saturday Specials' provide regular times for parents to find out what their children learn in school.

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

Leaders have established a strong curriculum. The curriculum draws on educational research and a deep understanding of child development.

Children learn from the rich experiences offered to them.

Highly skilled practitioners foster the development of children's language and vocabulary through their many interactions with children during the day. Adults model the use of, and repeat, words.

This helps children to learn how to communicate effectively through speech. Children enjoy listening to stories read by adults. They actively participate in discussions, supported by staff, about what they have heard.

Adults' carefully considered questions support these discussions very effectively. During the story 'Dear Zoo', children considered whether the animal in the cage was a tiger or a lion. They thought about how they could tell the difference between the two animals.

Over time, children build, and use, an increasing range of vocabulary. They explain what they are doing, and why, to trusted adults. Children who are less confident learn to communicate through signs, symbols or key words.

Adults' strong understanding of this aspect of child development supports these children extremely well.

Children have lots of opportunities to explore activities in the indoor and outdoor areas. Adults take time to watch and observe children's learning.

They know when to engage with children to develop ideas and concepts further. For example, during the inspection children took turns to roll different types of balls along tubes down a slope. Adults skilfully helped children to roll the balls with increasing skill and confidence.

The support for children with SEND is a strength of the school. The school have established clear processes to identify and assess children's learning and development needs. Children with SEND benefit from high-quality learning opportunities during their time at the school.

The school works with agencies and professionals, such as health visitors, to support individual children and their families. This joint working provides a strong foundation for children in their early years. It supports their transition to the next stage of their education.

The school provides many opportunities to enrich children's broader development. Visitors to the school enhance the school's curriculum. For example, a musician leads workshops where children experience playing different types of musical instruments.

Throughout the year, carefully planned activities celebrate a range of religious and cultural festivals. Adults consider how to teach topics to children at an age-appropriate level. Recently, children produced some impressive artwork, having been inspired by a poem written by a member of staff about the Windrush.

Leaders, and those with responsibility for governance, have an accurate understanding of the school. They have taken decisions to further improve the school. For example, leaders have recently increased the size of the staff team.

This has provided quality time for leaders to continue to develop the quality of education for all children.

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 second ungraded inspection since we judged the school to be outstanding in October 2014.

Also at this postcode