St Thomas Centre Nursery School

Highlights from Latest Inspection

What is it like to attend this school?

Children make a good start to their education. They are happy and safe at school.

They settle in quickly because staff are nurturing and attentive. Staff provide children with a range of interesting activities that help them to develop personal attributes such as collaboration, resilience and curiosity. The broad range of learning opportunities offered by the school help children to become confident and successful learners.

The school focuses strongly on supporting children's emotional needs. Staff understand the complexities of early childhood development and the need to help young children manage their emotions. They read stories, such as 'The Colour Monster', to he...lp children understand their feelings and express them.

Children behave well. They learn from the staff to be kind, respectful and cooperate with others. They respond appropriately to adult requests and instructions, including at lunchtime.

Most children become absorbed in the activities offered, especially when working with the artist-in-residence to explore different media in the studio classroom.

The school extends children's personal development well through exciting trips, visitors and events. For example, children visit local supermarkets, farms and nature centres.

They also gain an appreciation of other faiths and cultures through experiences such as celebrating Diwali and Chinese cookery.

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

Since the last inspection, the school has reviewed and revised its curriculum. It is ambitious and designed to meet the needs and interests of children, including those with special educational needs and/or disabilities (SEND).

It ensures that children successfully build their knowledge and skills as they move through the school. The key knowledge and vocabulary that the school wants children to learn is set out clearly in each area of learning. This ensures that they are ready for the next stage of their education and transition to primary school.

Promoting good speaking and listening skills is a golden thread which runs through the whole curriculum. Most staff ask questions to check children's understanding and encourage dialogue. They teach children the importance of listening to others.

However, on occasion, some children are not fully included in activities, and interaction between some staff and children can be limited. This constrains how well the school extends and develops some children's early communication and language skills.

Literacy is a key focus within the school.

Carefully selected books sit at the heart of the curriculum to foster a love of reading. Staff make story time interesting by reading carefully chosen books with enthusiasm and enjoyment. They send books home to encourage parents to share books with their children.

The school uses the space and resources in all classrooms effectively to cultivate children's creative skills. Natural resources play an important part in children's learning. For example, children use real vegetables in the home corner and make portraits using corks, cones and acorns.

Outdoors, children increase their physical stamina and strength through activities such as climbing, balancing and running. However, the curriculum implementation in the outdoor environment is less well developed than in the indoor environment. It does not yet provide sufficient opportunities for children to practise and develop all areas of learning, such as mathematics.

The school collaborates with parents, carers and wider professionals effectively to identify children with SEND. The valuable information gathered, and skilled observation of staff, help the school to provide children with the support they need at the right time. Children with SEND progress well through the curriculum and in their wider development.

There are effective systems in place to check on and monitor children's attendance. The school acts quickly to establish the reason for any unknown absences to ensure that children are safe. Newsletters and meetings encourage parents to understand the importance and value of regular attendance.

The school's approach to personal development is well considered. Each child's uniqueness is recognised and valued through the school's 'celebrating me' work. Children learn about self-care and hygiene from a young age.

All snacks and school meals are healthy and nutritious.

Parents have positive views of the school. They appreciate the workshops provided to help them support their children at home.

Parents and children from all cultural backgrounds are welcomed and fully included in the life of the school.

Staff enjoy working at the school. They appreciate the support the school provides for their well-being and consideration of their workload.

Governors use their expertise to provide the school with valuable support and challenge. They demonstrate a strong sense of purpose and passion to bring about positive outcomes for children, parents, carers and staff.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• On occasion, the level of staff interaction with some children is variable. This results in some children not being actively involved in some activities or not talking to an adult to develop their communication and language skills as fully as they should. The school should ensure that all staff have the expertise and skills needed to promote effective dialogue and interaction with all children consistently.

• Curriculum provision is less well developed in the outdoor learning environment. Some activities lack a focus, and the learning intention is unclear. The school should ensure that outdoor activities contribute to, and extend, children's early development in all areas of learning.

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