A school inspection from Ofsted has found the quality of education that children receive is “variable and inconsistent” in a nursery school in east Bristol. Speedwell Nursery School which caters for two to five year olds, was visited by inspectors on November 5 and 6.
The nursery on Speedwell Road provides education for 86 children. The school was judged as ‘Good’ on the behaviour and attitudes, and personal development key judgements, but the quality of education and leadership and management still ‘Requires Improvement’.
The judgements are the same as what Ofsted awarded the school in June 2022, when the school was given a ‘Requires Improvement’ overall judgement. Prior to this, the school was rated as ‘Outstanding’ in May 2015 and in a short ungraded inspection in March 2019.
The staff at the school “pride themselves” on the relationships they have with children and families, which begins as soon as children start school. Warm greetings each morning and a deep understanding of children and their interests helps children to settle in and feel safe.
There are high expectations for children, who respond with enthusiasm and keenness. Children learn how to develop their independence and resilience, adults encourage children to become more independent. The school celebrates diversity and children “embrace difference”.
The curriculum
The report said: “The school is ambitious for all children and it has started to make improvements to the quality of education. These ambitions are not yet fully realised. As a result, the quality of education the children receive is variable and inconsistent in the way it enables them to build knowledge well in all areas of the early years curriculum.
“The school has been through a period of turbulence and some staff and leaders have recently taken on new responsibilities. They are dedicated and passionate, however, the impact of their work is yet to have the results they are aiming for.
“The school has identified the end points they want children to achieve across all areas of the curriculum, despite this, the school has not identified the most important knowledge so that all children successfully progress towards these endpoints. This hinders how well children learn the curriculum.”
The nursery has prioritised communication and language skills, starting from when children start school. The school uses information gathered from language checks to “accurately identify any additional needs or gaps”. Staff carefully select stories to help children hear sounds in words. Children are able to develop and build knowledge well in communication and language from their starting points.
Whilst adults work together to discuss progress and plan next steps in children’s learning, this practice is “not as effective as it needs to be in all areas of learning”. The report added: “This is because the school is not clear enough about what children should know and remember. This makes it difficult for adults to check that children are building their knowledge cumulatively across all areas of learning.
“During adult-led sessions, staff use their expertise to ensure children learn important vocabulary and build knowledge well. However, during ‘explore time’, children have too few opportunities to practise and build on their learning.
“Adults do not capitalise on these opportunities to practise and build on what children have learned before. As a result, some children do not deepen their understanding well enough across all areas of learning.”
“Children develop a strong sense of belonging”
Children learn how to be kind and they know it is important to wait on their friends before beginning an activity. They play together, take turns and help one another.
The report said: “Children develop a strong sense of belonging through the school’s personal, social and emotional curriculum. They learn about themselves, their community and the wider world. They begin to recognise that their behaviour can impact their peers.
“The ‘little lights’ project supports children to build their confidence, take risks and learn to cooperate. Clear routines and boundaries, as well as timely reminders from adults, reinforce the important message about being safe.”
The school has “strengthened its capacity to improve” and is now “stabilised, focused and determined” to make the improvements needed.
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