Ofsted has found that a “friendly and inclusive” school in south Bristol has maintained ‘Good’ standards since its last inspection in 2019. Ilminster Avenue Nursery School, in Knowle West, was judged to have taken “effective action” to retain standards during an inspection on November 12.
An ungraded inspection took place at the nursery which has 159 pupils on its school roll. The ungraded inspection judges whether the school has maintained standards and as such, no graded judgments are given. The last graded inspection saw the school earn a ‘Good’ rating.
The inspector, Ben Jordan, praised the school as staff form positive and caring relationships with children, who in turn respond well to routines and know why it is important to be kind. There is a “calm and purposeful environment” inside and outside the classroom.
The nursery has high expectations for what children can achieve. From the age of two, most children develop the language and social skills needed to become successful learners and many are well prepared for the next stage of their education because of this.
The report said: “This is a friendly and inclusive place at the heart of the community it serves. Children receive a warm welcome from staff, which helps them to settle quickly. Staff know and meet children’s individual needs well.”
Ofsted praised the school leaders who have brought “increasing stability” to the school following a period of turbulence. An ambitious curriculum is taught and in each area of learning, the precise knowledge and skill that children need to learn and when is made clear.
The report said: “Communication and language provide a ‘golden thread’, which runs through the curriculum. Staff introduce children to stories, rhymes and songs, which develop their interest in language. Where appropriate, learning is adapted for children with special educational needs and/or disabilities (SEND), which enables them to learn alongside their peers.
“As children move through the school, high-quality adult interactions help them to build their vocabulary and understanding of language. Despite this, some staff miss opportunities to ensure that children engage in high quality discussions. This prevents some children from developing or extending their speech and language as well as they could.
“Staff benefit from the training they receive, which gives them the skills they need to deliver the curriculum effectively. Most staff routinely check on what children know and remember, this helps children build their knowledge well.
“However, on occasions, children’s learning is not checked well enough. As a result, gaps in knowledge are not identified and addressed. This makes it more difficult for children to build their knowledge over time.”
Children behave well across the school. From an early age, staff help children understand the importance of taking turns and listening to others, and when learning outside children share resources and play well together. The school has effective systems in place to check on patterns of absence, which has helped improve attendance for many children.
The programme for pupils’ personal development is an integral part of the school’s work. Children develop an understanding of what it means to belong to the school community, and staff support children to learn the skills they need to problem-solve.
The report added: “Governors have an ambitious vision for the school, they provide effective support and challenge so that school continues to improve. Staff value the team spirit that exists and they appreciate the time they have to carry out their roles and the consideration that the school gives to their workload and well-being. Parents have positive views about the school, they appreciate the care that staff show to children, particularly those with SEND, and the support it offers to families.”
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