Pennywell Early Years Centre

Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of outstanding as a result of this ungraded (section 8) inspection.

However, the evidence gathered suggests that the inspection grade might not be as high if a graded (section 5) inspection were carried out now. The school's next inspection will be a graded inspection.

What is it like to attend this school?

Pennywell Early Years Centre is a caring and welcoming place.

Children enjoy coming each day. They delight in the different learning opportunities they have, both indoors and outdoors. Parents recognise the high-quality care and support that their children receive.

Leaders prioritise the well-being of ...children in the setting. Clear routines and expectations make the school a calm and nurturing place to learn. This helps all children, including children with special educational needs and/or disabilities (SEND), to engage well.

Children show high levels of respect for the resources they have and for each other. They work well as a team to look after their learning environment. Leaders and staff know and understand the children well.

Children are confident to ask for support from staff when needed.

Leaders have high aspirations for the children. A carefully constructed and purposeful learning space helps to make learning exciting.

Children are enthusiastic about their learning. They show focus and enthusiasm. New leaders have recently focused on ensuring that the curriculum is well matched to these aspirations.

This is in the early stages of implementation.

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

Leaders, staff and stakeholders are passionate about the importance of the early education of young children. The curriculum focuses on children making a positive start, through high-quality interactions between staff and children.

Staff use conversations with children to introduce and embed language. Leaders prioritise the need for children to be able to communicate well. Staff model language effectively.

The learning areas are bright, engaging and carefully resourced. Books are plentiful around the classroom. Staff use some of these with impact to bring learning to life.

This helps children build up more vocabulary as they learn. During the inspection, children engaged well where books were used to help them understand seasonal vegetables and develop the skills needed to make a soup.

Leaders have taken swift action to make sure the curriculum builds knowledge and skills over time.

The newly designed curriculum is purposeful and highly ambitious. It matches new school values. This builds key knowledge and skills over time.

However, the delivery of this curriculum is still in development. There is more to do to ensure that the curriculum is implemented with consistency.

Effective routines are in place.

Children understand that each session starts with time together in their key-worker groups. Behaviour expectations are clear. Children benefit from this approach.

There is very little disruption to learning. If a child needs support to manage or understand their emotions, they receive caring and skilled support from adults. There is a strong sense of teamwork from children and staff.

Children work collectively to look after learning areas. Children and staff tidy the effectively designed outdoor learning spaces well. Children also show empathy to their peers if they are upset.

They seek help from adults when needed.

The school is inclusive. There is careful thought to help children with SEND.

Advice from professionals, alongside staff knowledge, helps children with SEND learn alongside their peers. Resources to support communication and language development are evident. Some staff use these with great effect.

Leaders have detailed knowledge about the community in which they work. There is a high priority to ensure that children understand the area and town they live in. Strong community links to the local church, for example, are established.

Children look after their local environment by carrying out litter picking. Leaders are developing further links to help children understand sustainability. Books celebrate other cultures.

Children have opportunities to learn about safety and understand jobs and careers when the fire service visits.

Stakeholders, such as governors, are actively involved in the school. They provide challenge and support to the school.

Staff are proud to work here. They understand the positive changes made to strengthen the curriculum. Workload is a high priority for leaders and governors.

Staff recognise this.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some areas of the newly developed curriculum are not fully implemented to match the ambitions that the school has designed for its curriculum.

As a result, there is variation in the extent to which children benefit from consistent support from adults that focuses on the knowledge and skills identified in curriculum planning. The school needs to ensure that the ambitions of the curriculum are implemented consistently and as intended so that all children build knowledge and skills over time.

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 November 2014.

Also at this postcode