|Name||Nell Gwynn Nursery School|
|Ofsted Inspection Rating||Good|
|Inspection Date||08 July 2015|
|Address||Meeting House Lane, London, SE15 2TT|
|Number of Pupils||162|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
This school is larger than the average-sized nursery school. The provision for two-year-olds in the school is inspected separately and did not form part of this inspection. The acting headteacher has been in post since January 2015. Most children come from a wide range of ethnic heritages. The proportion of children who speak English as an additional language is higher than average. Fewer pupils than average are entitled to support from the early years pupil premium. This premium is additional government funding for children eligible for free school meals or those looked after by the local authority. The school has not received any of this funding yet. The proportion of children who are disabled or who have special educational needs is higher than average. Around one in eight children attends full time. The rest attend part time in either the morning or afternoon sessions.
Summary of key findings for parents and pupils
This is a good school. Leaders have created a happy school. Children learn well. They are secure and looked after well. Leaders and governors are effective in ensuring that the quality of teaching is good and leads to children achieving well. The new acting headteacher is improving the school. For example, teaching is improving because of her effective management of teaching and learning. Activities for the children are wide ranging and inviting. They promote learning well. Many activities have a strong focus on literacy and numeracy, and this promotes children’s basic skills well. The school engages well with parents. It supports the whole family where needed. Parents have a high opinion of the school. The school promotes children’s understanding of British values effectively. All members of the school respect one another’s heritages and backgrounds. Children behave well and get on well together. They are willing to learn and are kind to one another. Children are kept safe. Safeguarding procedures are effective. Children are taught how to keep themselves safe. Teaching is consistently good in quality. All adults care for the children very well. Adults plan effectively for the next day’s learning. They build on the children’s interests and provide a rich learning experience for them. Adults make sure that all areas of children’s learning are covered, and that children learn reading, writing and number skills effectively. The school promotes children’s spiritual, moral, social and cultural development effectively, for example through outdoor learning in a woodland setting. This enables them to develop respect and love for nature. Children from all backgrounds and with many home tongues achieve well. They make good progress in acquiring language and number skills. They are well prepared for the Reception Year. Disabled children and those who have special educational needs learn well and make good progress. They are effectively supported by the staff within the school and by a range of outside agencies. It is not yet an outstanding school because : Leaders do not ensure that records of children’s progress allow staff to check readily the progress of different groups of children. Adults do not ensure at all times that children’s speaking skills are fully developed. Adults do not always make sure that all children, particularly the most able, are given activities that stretch them fully.