|Name||St Margaret’s Nursery School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||15 October 2013|
|Address||Margaret Road, New Barnet, Hertfordshire, EN4 9NT|
|Number of Pupils||138|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
The nursery is similar in size to most nurseries nationally. Children usually attend in the morning or afternoon. The school provides breakfast, lunch and after-school clubs, and some children stay all day from 8.00am until 6.00pm. Approximately one third of the children speak English as an additional language. A few are at an early stage of English language acquisition. The proportion of disabled children and those with special educational needs who are supported through early years action is above that found in most schools. The proportion supported at early years action plus or who have a statement of special educational needs is similar to that found in schools nationally. Among children’s diverse needs are speech and language difficulties. The headteacher works with other nurseries and schools to improve the quality of education. She is also part of the local authority consultation group that advises on early years education. Senior leaders and some staff have been at the school for many years. Since the previous inspection, the admission arrangements for children entering primary schools have changed. This means children may stay at the nursery for five terms, but in most cases they stay for three. Most start when they are just three years of age, and leave at the age of four. The children’s centre, which is an integral part of the school, is also the responsibility of the headteacher and governors. The centre is inspected separately and its most recent report is on the Ofsted website.
Summary of key findings for parents and pupils
This is an outstanding school. Inspirational senior leaders, governors and staff, some of whom are long-serving, have been extremely successful in working closely together to sustain outstanding practice over the past six years. All staff have exceptionally high levels of expertise which are used to help children, whatever their background, home language or ability, to make outstanding progress. New ideas to help children learn, especially in literacy and mathematics, are considered carefully and staff agree the best ways to achieve their ambitions for children to do as well as they can. Children make the most rapid progress in their personal, social and emotional development. They quickly become independent and resilient learners who move confidently around school making decisions about what they would like to learn. Highly innovative and imaginative teaching methods capture children’s curiosity and enthusiasm. Their individual needs and interests are met precisely. Consequently children are inspired to achieve highly. Children’s attitudes to learning and their behaviour are exceptionally good. They become engrossed in their learning. Children make good friends, know how take turns, share books and games, and help one another because they learn in a warm, caring atmosphere. Attendance is high and children are rarely late. Breakfast, lunchtime and after-school clubs provide excellent additional opportunities for children to develop their social skills. Strong links with the children’s centre help children to settle quickly into school. The services it offers also help staff to support families in times of need. A wide range of excellent resources and a superb outside area enable staff to provide a rich, lively curriculum that promotes high levels of achievement and children’s spiritual, moral, social and cultural development. Staff take great care to ensure children are kept safe when out in the community, and when using tools and outdoor resources. The partnership with parents and carers is strong. Their views and those of their children about ways to improve the nursery are considered carefully. Staff are currently working on a better way to inform parents and carers about their child’s progress. The governing body is exceptionally knowledgeable about the school. Governors challenge and support senior staff to maintain its high-quality provision.