Surbiton Hill Nursery School

Highlights from Latest Inspection

Outcome

Surbiton Children's Centre Nursery continues to be an outstanding school.

What is it like to attend this school?

Children love coming to school. They are at the heart of every decision that leaders make.

They rapidly develop their confidence and independence. Children arrive at school enthusiastically, self-register using their photo name card and set off to explore. The outside area is particularly popular and is a treasure trove of wonder.

Children make 'pasta' and then write recipes in the mud kitchen. Others create their own obstacle courses and navigate through with a hand to help them if needed, always being kept safe. Staff quickly adapt activities to capture the at...tention and imagination of the children.

On a windy day, we saw huge bubbles being created using crates. This delighted the children who began to discuss how they could make bigger bubbles that last for longer.

Children are kind to each other.

They share with their friends. I saw children help push each other up the hill on the trikes which needed staying power and drive. Behaviour is exceptional here.

This is because adults know how to respond to children's needs while having high expectations at all times. Parents and carers said that there is no bullying. They used words such as 'amazing', 'dedicated', and 'genuinely care' to describe the staff and their child's nursery school experience.

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

This is an exceptional learning environment. The members of the early years team are experts at planning the curriculum and creating learning opportunities that enable all children to excel. The staff have ensured that all areas of learning are interwoven, meeting the varied needs and interests of all children.

Children are proud to be able to select work to go on the wall, known as their 'Squares Display' and can explain what they have learned.

A love of reading begins with home visits, when the teacher takes each child a book bag with a selection of library books. When children start school, adults choose stories to match the needs and interests of the children.

Children join in with well-known stories and use props in their play to bring characters to life. They can explain why they like certain stories. For example, one child told me that they liked one story 'because everyone can dance at the end!'.

Staff use every moment of the day to promote song, rhyme and a love of books.

Leaders are highly ambitious. Although the school is highly impressive, leaders are always looking at ways to improve their approach to what and how the children will learn.

The members of the early years teaching team know exceptionally well how young children learn so they are able to identify and plan the next steps. Children are engaged and attentive because activities are well designed and stimulating. Recently, leaders have introduced an online learning and assessment system.

This helps parents to know what their children are learning and for them to share learning moments from home more easily.

Children with special educational needs and/or disabilities (SEND) achieve well. Children who need support with speech and language are nurtured in the resource provision with activities designed carefully for them.

They enjoy using the new sensory room and spending time with their friends outside, at breaktime and in the classroom. Parents are included in this learning journey and have the opportunity to observe their child's activities.

The provision for two-year-olds is carefully set up with familiar toys, similar to those the children would see at home.

Staff balance this with increasingly challenging activities, often using natural resources such as wood and water, as children grow in confidence.

Leaders and governors know the school well. Staff work hard to make the school a 'home from home' environment, especially for those children who attend for long days and during the holidays.

Children have the opportunity to spend time in the local community. They visit a nearby café and go to the local library for 'rhyme time'. Children take part in an intergenerational project with residents in sheltered housing.

This includes doing jigsaw puzzles and singing songs together and has been a huge success.

Leaders manage staff workload well. Staff recognise this and said that they feel valued and are listened to.

Safeguarding

The arrangements for safeguarding are effective.

There is a culture of safeguarding at this school and thorough record keeping is in place. Staff are well trained and know what to do to keep children safe.

They are vigilant and swiftly report any concerns. Senior leaders have taken steps to ensure that all staff receive first-aid training. Trained senior leaders take responsibility for overseeing safeguarding.

Children feel safe and explore all areas of the classroom and outside area with confidence. Staff carry out daily risk assessments to ensure that all areas of the school are safe.

Background

When we have judged a maintained nursery 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 a section 8 inspection of a good school or non-exempt outstanding school. We do not give graded judgements on a section 8 inspection. However, if we find some evidence that the school could now be better than good or that standards may be declining, then the next inspection will be a section 5 inspection.

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will convert the section 8 inspection to a section 5 inspection immediately.

This is the second section 8 inspection since we judged the nursery to be outstanding in June 2016.