A nursery in South Bristol has seen a drastic increase in performance as it was given a ‘Good’ rating for each key judgement by Ofsted. Hartcliffe Nursery School and Children’s Centre, on Hareclive Road, was previously rated as ‘Inadequate’ and considered one of the worst schools, but now “no longer requires special measures”.
The nursery and children’s centre, which provides education for 211 pupils aged between two and five years old, was rated as ‘Inadequate’ by Ofsted in June 2022, having previously been ‘Outstanding’. However, the graded inspection at the start of October shows that the school has made great improvements since Cate Peel, the interim headteacher, joined in October 2023.
At Hartcliffe Nursery, inspectors found that children treasure their time with staff. “Dedicated adults” greet children with smiles as they arrive for each school day, which sets a positive tone for the day as parents and carers describe the school as “caring and supportive”.
The staff uses every opportunity to develop and enrich the learning including encouraging children to “sing, count and share their feelings” during ‘welcome time’. Meal and snack times at the school provide “a valuable social experience” as adults act as role models, encouraging children to try new foods and use cutlery.
The report said: “Children are safe and behave well because they know what staff expect of them, well established routines and engaging activities mean that children become confident and independent learners. Staff are closely attuned to children’s needs and interests and they know when to step in with extra guidance and support, including for children with special educational needs and/or disabilities (SEND).”
Ofsted heavily praised Ms Peel as the “driving force” behind the school’s drastic improvements. Ofsted added that alongside senior leaders, the headteacher leads with a “moral purpose” to benefit children.
The curriculum has been redeveloped and it now clarifies the knowledge and skills which need to be acquired at different stages of the children’s education. Communication and language are at “the bedrock” of the curriculum where staff weave storytelling, songs, poetry and counting throughout the school day.
The report said: “Staff repeat key words and numbers to help children understand their meaning. They use pictures and symbols so children with limited communication skills can learn alongside their peers.
“The school is still developing staff expertise in a few areas of learning. This means that some adults lack the confidence to teach these areas [where it is subject-specific] of the curriculum as well as the others, therefore, children do not build their knowledge as securely as they do in the more established areas of learning.
“Furthermore, at times, some adult interactions do not consistently extend children’s speech and language. The school has firm plans to improve these areas.”
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Children with SEND are able to get the right support when joining the nursery as staff liaise with expert professionals. Checks, on children aged two, help plan specific provision such as speech and language therapy and staff are able to check and inform the next steps in children’s learning.
The report said: “Children show many effective learning characteristics. For example, in ‘review time’, they readily take turns and listen to others and in play, children demonstrate kindness and share resources, such as brushes and building blocks. The school’s clear and consistent routines help create calm spaces, where children can focus on their learning.
“The school values children’s wider development. A range of experiences foster children’s curiosity and respect for others. These include celebrating religious festivals, exploring musical instruments and spending time outdoors in the nature area.
“Children learn to work independently, for example, when choosing snacks and pouring drinks. They know which foods are good for them and the importance of brushing their teeth.
“Governors work with the school effectively. They frequently check that the school’s actions are making a tangible difference to the children. A strong spirit of teamwork and camaraderie exists and staff buy into the vision and the collective drive to raise standards to provide the best for the children.”
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