Hylton Red House Nursery School

Highlights from Latest Inspection

Outcome

Hylton Red House Nursery School continues to be an outstanding school.

What is it like to attend this school?

This is a wonderful place for children to start their educational life. Children enjoy coming to school. They play beautifully with their friends.

They are kind, thoughtful and considerate. Children take turns. They share toys even when they would really like to keep the 'dinosaur' for a little bit longer.

The calm, welcoming environment helps children to settle quickly into the life of the school. Staff know the children individually. They make children feel safe, valued and special.

Relationships between children and staff are exceptional.

The c...hildren help the school to run smoothly. They know how to tidy up, wash their hands and put their coats and wellies on.

They love the outdoor area. The mud kitchen is a hive of industry with mud pies, soup and potatoes cooked and served for a party. The children cooperate and enjoy each other's company.

They run, fall over and bounce back up again. The children are resilient. They show sustained concentration and focus.

The environment is safe and exciting. This means that children take risks and choose what they would like to do. Staff encourage the children to be independent and curious.

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

Leaders have a created an exceptional learning environment. They have used the school's core values of integrity, independence, responsibility, enjoyment, achievement, partnerships and inspirational to shape the curriculum to the needs of the children. The curriculum is designed so children, whatever their background, can flourish and be successful.

Leaders consulted with staff, parents and governors prior to making curriculum decisions. This enabled leaders to design curriculum 'milestones' for the two- and three-year-olds. Each area of learning now includes a set of descriptors matched to key skills and knowledge.

Staff use the descriptors to make sure that the curriculum prepares the children to move onto the next stage of their education.

Leaders collect and analyse information thoughtfully. They have discovered that many children start school with knowledge and skills below that which could be expected.

Staff adapt the curriculum to meet the developmental age of children and not their chronological age. This means that precise, appropriate curriculum content is delivered to help children who have gaps in their development. Children with special educational needs and/or disabilities (SEND) receive additional support with key workers.

This enables children with SEND to have equal access to the full curriculum. Staff are aware of any physical and medical needs children may have. The care and support these children receive is exceptional.

There is a consistent approach to support children's communication and language. All staff are trained to interact and model language for children whenever they can. Staff repeat and help children to practise what they are saying.

To support language development, a wide range of reading books are available to children. Each room has a dedicated reading area. Staff select specific books to read to children in each class.

The books help children to develop an early understanding of right and wrong, different faiths and how to treat other people. When the children are ready, they are introduced to phonics. Initially, children spend time listening to sounds all around them before they move on to learn the sounds that letters make.

Staff have very high expectations for children. As soon as they start school, children learn routines. When the tambourine shakes, children know that it is tidy-up time.

They immediately busy themselves by putting rubbish in the bin and equipment back in the right place. Everyone is expected to help, and everyone does.

Leaders are aware that some children start school with limited life experiences.

Leaders are determined that trips, visitors and the curriculum give children opportunities to see, hear and do things they have not done before. Trips to the beach and a farm visit into school add to the richness of the curriculum. The impact of COVID-19 has been significant for the school.

The headteacher has skilfully analysed how families and children have been affected through isolation, lack of human interaction and the challenge of accessing other services. Leaders use this information to pinpoint exactly what support is required to help children and the wider community.

Governors know the school well.

They act as critical friends to the headteacher and monitor the well-being and happiness of staff. Through visits into school and analysis of other information they hold the headteacher to account and ensure that any actions taken benefit the children.

Safeguarding

The arrangements for safeguarding are effective.

The designated safeguarding leads (DSLs) make sure that any potential risk of harm to children is immediately investigated. Detailed record-keeping demonstrates how the DSLs make effective decisions and take appropriate action when required. Leaders work in partnership with external agencies, particularly health visitors, to ensure children and parents receive the support they need.

Staff are highly vigilant and know it is their responsibility to be alert to any signs of concern. School leaders ensure that staff are always up to date with new legislation. Whole-school training focuses on local, contextual safeguarding issues relevant to the school.

The personal, social and emotional development curriculum teaches children to stay safe. They know how to carry equipment safely and how to use a knife when cutting fruit.

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 December 2013.

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