Rockwood Nursery School

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?

Children are happy at Rockwood Nursery School. They receive a warm welcome. Children confidently say goodbye to their parents and carers at the beginning of sessions.

They quickly become immersed in the many engaging activities on offer. They know that caring staff will help them to play and explore.

The school... has high expectations for all children's achievements.

This includes children with special educational needs and/or disabilities (SEND). Most children achieve well. However, in some areas of learning, the school has not specified the key knowledge that children should learn.

This means that, sometimes, children do not have the opportunity to learn all that they should.

Children understand simple rules and follow the routines of the school. Staff skilfully provide support for children who forget to follow the rules and be kind to their friends.

Two-year-olds play happily alongside each other. They learn to share and take turns.

Children access a variety of educational experiences that enrich their wider development.

They take part in outdoor activities, such as painting and planting vegetables in the school grounds. Children learn to care for living things, for example chicks and caterpillars. These rich opportunities help children to learn more about the natural world and to develop new interests.

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

The school has created a broad and exciting curriculum for children, covering all areas of the early years foundation stage.

In most areas of the curriculum, children learn well. However, in some areas of learning, the school has not ensured that the knowledge that children should learn is made clear enough for staff.

This makes it tricky for staff to know what they should prioritise when designing learning activities. This means, on occasions, children do not gain the building blocks of knowledge that are crucial to their later learning.

Typically, staff deliver the curriculum well.

However, at times, some staff miss opportunities to revisit and reinforce important learning. This means that some children do not deepen their knowledge as well as they could.

The school makes sure that staff carefully review children's learning.

For instance, staff use the two-year-old progress check of children's development to identify any early signs of concerns about individual children. This helps staff to know what to teach next.

The school places a sharp focus on developing children's communication and language.

Singing can be heard everywhere. Children take part in singing and rhymes with gusto. In the main, staff make story time interesting, such as by reading books with enthusiasm and enjoyment.

Staff regularly check how well children are developing in their communication and language. They provide focused support for children who may be at risk of not keeping up.

The school quickly identifies any potential barriers to learning, including SEND, that children may face.

The school ensures that children who need extra help benefit from a wide range of support, including support from professionals outside of the school. This ensures that they can access the same curriculum as their peers.

Children behave sensibly.

This is because staff help children to understand what adults expect of them. Children take part in learning activities with little distraction or disruption. Children talk about how they feel because staff teach them the words to use to express their emotions.

The school has thought carefully about children's wider development. Children benefit from educational trips and visits, for example walks in the park, visiting a farm and live theatre performances. Children learn to respect the differences between people and communities.

They learn that school rules are there to keep them safe. These experiences prepare children well for life in modern Britain.

Governors provide effective support and challenge to the school.

They are committed to the success of every child and check on the school's work to achieve this. Staff appreciate the steps that the school takes to support their well-being. When making decisions, the school is considerate of the impact on staff's workload.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school has not finalised its thinking on the important knowledge that children should learn in some areas of learning. This hinders staff in knowing what they should prioritise when designing learning activities.

As a result, some children have gaps in their knowledge. The school should finalise their curricular thinking in these few remaining areas of learning. ? In some areas of the curriculum, staff miss opportunities to reinforce and deepen important learning.

This hinders some children from learning as well as they could. The school should ensure that staff receive appropriate training and support so that they deliver the curriculum consistently well.

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 October 2014.