Houghton Le Spring Nursery School

Highlights from Latest Inspection

Outcome

Houghton Le Spring Nursery School has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

Leaders and staff are highly ambitious for the children they serve. They have designed a curriculum which is carefully tailored to children's needs. Very well-trained staff guide each child on their journey of progress.

Children with special educational needs and/or disabilities (SEND) are supported exceptionally well. Children are well prepared for their next steps in education.

Staff have created a learning environment that, in the words of one parent, 'captivates and enchants'.

They support children... to become more independent and to sustain their concentration. Equally, they learn to manage their feelings and cooperate with others. They play happily together.

They have warm and positive relationships with the adults who care for them.

Staff plan excellent opportunities for children to widen their experience of the world. Visits to the park and a community farm, as well as learning in a forest area and by the coast, help children develop teamwork skills and build resilience.

Parents and carers are typically extremely positive about the education their children receive. One parent, summing up the views of many, stated, 'We feel so very welcome and part of the Houghton family, so very thankful staff place the children's hearts at the centre of all they do.'

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

Leaders and staff constantly review the curriculum to ensure it meets the needs of their changing cohort of children.

They actively seek out best practices, encouraging staff to explore evidence-based research to decide the best approaches to help children succeed. This has led to improvements across all areas of learning, including in mathematics, where staff have benefited from external expertise to enhance their subject knowledge.

The development of children's communication and language is given high priority.

Staff are experts in engaging children in meaningful conversations and discussions. Staff model language well, encouraging children to try out new vocabulary. Leaders have carefully selected the stories they want children to know and enjoy.

Story times excite and engage children. Staff use props to capture children's interests and encourage them to join in with refrains.

Staff know children exceptionally well.

They use this information to plan next steps for each child. The impact of this is particularly striking in relation to children's personal, social and emotional development. Staff provide the right opportunities to help children to begin to manage their own behaviour.

When children find it tricky to control their feelings, adults are patient and kind. They model the language that children need to resolve the problem. Children respond to this extremely well.

The support for children with SEND is excellent. Staff have detailed knowledge of every child. Provision is highly inclusive.

The curriculum and teaching are adapted successfully to meet children's needs. Staff use Makaton to communicate with children or visual prompts to support their understanding. Staff receive training so that they can support children with significant medical needs to be fully included.

The strong practice in the school is being shared more widely, with leaders providing advice, support and guidance to other schools in the local area.

The curriculum for children's wider development has been strengthened. Children relish engaging in large-scale play, which they access outdoors.

They are encouraged to take well-managed risks and to take responsibility for their safety. They are involved in deciding whether it is 'too slippy' to use the climbing equipment and are keen to warn others not to get too close to the fire pit. Since the previous inspection, leaders have built regular visits to a local park, farm and other outdoor settings into the curriculum.

These well-planned opportunities help children to develop their knowledge of the natural world and increase their confidence and independence.

Leaders value their partnership with parents. Parents are regular visitors to the school and have opportunities to review what children have been learning.

Most parents who expressed a view during the inspection are extremely positive about communication with the school. A very small number feel this could be strengthened.

Governors know the school well.

They speak with parents and staff to check on their views of the school. Staff are highly invested in the school. They appreciate the professional development opportunities available to them.

They feel extremely well supported by the senior leadership team. Throughout, there is a determination to continually improve the school, so that children are given the best start possible to their educational journey.

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

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