Headington Quarry Foundation Stage School

Highlights from Latest Inspection

Outcome

Headington Quarry Foundation Stage School continues to be an outstanding school.

What is it like to attend this school?

Children have an excellent start to their education at this inclusive and welcoming school. The vibrant community environment ignites children's curiosity, fostering an irresistible enthusiasm for learning. Children love coming to school.

They thrive because their needs are met exceptionally well. The school is a happy place where children feel safe and secure.

The staff have clear expectations and ensure that all children achieve highly.

Children's behaviour is exemplary. They learn to be kind to one another and behave sensibly.Staff maximise op...portunities to develop children's language, speech and communication through engaging in high-quality conversations.

The school uses a nearby woodland area really well to enhance the meaningful and deliberate links within the curriculum that help children learn about the awe and wonder of nature. For example, children learn about different seasons, minibeasts and fire safety around the campfire.

Staff know children and their families exceptionally well.

Parents are overwhelmingly positive about the school. They value the care and support that ensure children enjoy coming to school. One parent summed this up by saying: 'The staff here are fantastic; they go above and beyond to ensure my child is happy, safe and achieves his learning potential.'



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

The school has a deep knowledge of how young children develop and learn. The curriculum is highly ambitious. It is carefully considered and meticulously designed, taking account of the small steps of knowledge and skills children need to acquire.

Adults show a passion and determination to make a positive difference for children. This is seen in the precisely tailored, high-quality environment that has been created to support all children in learning the inspiring curriculum. Children learn a strong body of knowledge systematically over time.

The curriculum prepares children remarkably well for their next stage of learning.

Developing children's communication and language is a priority. Children learn diligently to communicate their ideas and needs to others.

Adults help build children's language skills by talking about what they are doing. For example, they ask thoughtful questions, model speech and introduce new words. Staff listen intently to children and respond to them skilfully.

For instance, adults use gestures and picture cards to support those children, including those with special educational needs and/or disabilities (SEND), in communicating successfully. Children enjoy sharing high-quality texts. Books are selected carefully to introduce new words each week that complement children's current learning.

Staff are highly ambitious in the language they use with children, for example talking about being a 'protester' when learning about environmental 'pollution', how to be safe around 'stinging nettles' and the dangers of breathing in 'exhaust fumes'.

Diverse stories provide rich experiences for children to think about different faiths and religions. They listen well to stories with great interest and attention.

Staff expertly model and engage children in role play to deepen their learning across the curriculum.

Children develop a secure and strong understanding of number and shape. Mathematics teaching is threaded throughout the daily activities, to lay a firm foundation for children's knowledge, skills and understanding.

Children use mathematical language confidently, such as when learning about capacity. They discuss their estimations in problem-solving activities enthusiastically. For example, they talk about how many spoonfuls of sand it will take to fill a tray, before checking to see if they are correct.

Children develop their confidence in taking and managing their own risks when playing. They show high levels of resilience during their outdoor play. The wide range of activities enables children to learn new things while having fun.

For example, children challenge themselves to use the monkey bars and ride the trikes. Throughout these times, staff support children in managing risks and staying safe.

The school is a hive of activity.

Children are proud of their achievements. Many show remarkable focus and sustained concentration because they are engrossed in their activities. Children enjoy learning and collaborate exceptionally well with each other.

This is because staff teach children how to manage their own feelings and behaviour successfully. Children receive high levels of care, supported by clear routines.

Parental engagement is a key part of the school's work.

Home visits support staff to identify children's educational starting points precisely. This includes the vigilant identification of any additional support a child might need when joining the school. The school acts quickly to support these pupils.

They receive an adapted curriculum that enables them to learn alongside their friends. Staff give all children exemplary support to build their skills, knowledge and confidence.

Children benefit from the well-considered opportunities the school provides for their personal development.

For instance, farm animals visit the school and children learn about caring for and feeding them. They also learn about people's important roles, such as shopkeepers, by making educational visits around the local area. They learn about reducing risk in situations such as those involving being online, road safety and when using tools.

Children benefit immensely from the excellent education they receive. Staff are proud to be part of the school. They appreciate the professional development to continue to be highly effective.

Those responsible for governance are passionate about providing an outstanding quality of education and care for all pupils.

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 May 2015.