Hedon Nursery School

Highlights from Latest Inspection

Outcome

Hedon Nursery School continues to be an outstanding school.

What is it like to attend this school?

The Hedon Nursery School ethos of 'children first' is more than just words. Leaders at all levels have the highest of ambitions for what they want children to achieve. The expectations the school has for all children are palpable, and are truly lived through each and every interaction between staff and children.

Children thrive in an environment where there is a strong sense of emotional safety. This is carefully crafted by the school to create the conditions for children to be confident and resilient learners. Leaders and staff have ensured that there are clear, consistent and highly... effective routines in place to support children to develop their independence.

There is a relentless focus on building strong relationships between staff and children. The happiness and achievement of children are placed at the centre of all decision-making by the school. Despite their young age, children show an awareness of the importance of kindness and of how to treat each other with care.

They are comfortable and confident to look to staff for support and help when needed. Children show a strong enthusiasm for learning.

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

The curriculum across all parts of the early years foundation stage is highly ambitious and carefully constructed.

The curriculum is understood and delivered consistently by staff. In each area of learning, leaders have considered carefully what they want children to be able to know and do. This enables children to thrive.

Communication and language are an essential part of the curriculum that leaders have created. Children have frequent opportunities to hear and learn new vocabulary through educational stories and songs. Staff quickly spot children who need more support with their learning.

All staff know which children need this support. Any children who need help with learning because of their special educational needs and/or disabilities (SEND) are quickly identified, and well supported through targeted, appropriate additional assistance.

Across the provision, children, including those with SEND, focus and concentrate for sustained periods and follow routines well.

The routines in Nursery enable all children to develop their independence in an age-appropriate way. Staff are highly responsive in their interactions with children. This ensures that the aims of the curriculum are being met for all children.

The curriculum that children experience has regular opportunities for educational visits that broaden their understanding of the wider community and the world in which they live. It prepares them well for their next stage of learning. The school has selected different storybooks for different ages that support children to begin to appreciate difference and diversity.

Visitors are also used to promote an understanding of different roles in society, and also to promote aspiration. Even the youngest children are skilfully supported to develop a moral compass. This is taught through adults using opportunities to teach about right and wrong and about how to respect each other.

Children learn to recognise the impact of their behaviour and actions on themselves and others.

Governors are aware of their strategic role and their responsibilities. They offer challenge and support to leaders to maintain the high-quality learning environment indoors and outside.

Staff at all levels feel highly supported, and feel that leaders are considerate of their workload and well-being. There is an appetite for continuous learning among staff to develop their expertise. Leaders ensure that staff receive regular, high-quality professional development to teach the ambitious curriculum.

Parents are highly positive about the work of the school.

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 July 2013.