School etc

Ashfield Nursery School

Ashfield Nursery School
101 Elswick Road
Tyne and Wear

phone: 0191 2735587

headteacher: Mrs Anne Stoker


school holidays: via Newcastle upon Tyne council

104 pupils aged 2—3y mixed gender

55 boys 53%

≤ 2103y44

50 girls 48%

≤ 2143y36

Last updated: June 19, 2014

Nursery — LA Nursery School

Education phase
Establishment type
LA Nursery School
Establishment #
OSGB coordinates
Easting: 423394, Northing: 563891
GPS coordinates
Latitude: 54.969, Longitude: -1.6361
Accepting pupils
3—5 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Nov. 13, 2012
Region › Const. › Ward
North East › Newcastle upon Tyne Central › Westgate
Urban > 10k - less sparse
Investor in People
Committed IiP Status
Free school meals %

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Schools nearby

  1. Hawthorn Primary School NE46SB (204 pupils)
  2. 0.2 miles St Paul's CofE Primary School NE47JU (262 pupils)
  3. 0.2 miles Bahr Academy NE46PR (30 pupils)
  4. 0.3 miles Westgate Hill Primary School NE45JN (532 pupils)
  5. 0.3 miles St Michael's RC Primary School NE47RE (224 pupils)
  6. 0.3 miles Westgate Hill Infant School NE46NY
  7. 0.4 miles Cruddas Park Early Years Centre NE47NL (71 pupils)
  8. 0.4 miles Denewood Pupil Referral Unit NE47NL
  9. 0.4 miles Mary Trevelyan Primary School NE47NL
  10. 0.4 miles Our Lady and St Anne's RC Primary School NE46EB (245 pupils)
  11. 0.4 miles St Michael's RC Junior School NE46XH
  12. 0.4 miles NCG NE47SA
  13. 0.5 miles Moorside Community Primary School NE45AW (480 pupils)
  14. 0.5 miles Grainger Grammar School NE48SA
  15. 0.5 miles Discovery School NE14HB
  16. 0.8 miles St Johns Primary School NE48HE (227 pupils)
  17. 0.8 miles Wingrove Primary School NE49HN (467 pupils)
  18. 0.8 miles Wingrove Infant School NE49HP
  19. 0.9 miles Tyne View Community Primary School NE82LS
  20. 0.9 miles Dunston Riverside Community Primary School NE119DX
  21. 0.9 miles Canning Street Primary School NE48PA (483 pupils)
  22. 0.9 miles Riverside Primary Academy NE119DX (230 pupils)
  23. 1 mile Oakwood Pupil Referral Unit NE48XJ
  24. 1 mile Oakfield College NE48XJ

List of schools in Newcastle Upon Tyne

School report

Ashfield Nursery School

101 Elswick Road, Newcastle-upon-Tyne, Tyne and Wear, NE4 6JR

Inspection dates 13–14 November 2012
Overall effectiveness This inspection: Outstanding 1
Previous inspection: Outstanding 1
Achievement of pupils Outstanding 1
Quality of teaching Outstanding 1
Behaviour and safety of pupils Outstanding 1
Leadership and management Outstanding 1

Summary of key findings for parents and pupils

This is an outstanding school.

Children make outstanding progress across
Progress of children learning English as an
The children eligible for additional funding
Children make outstanding progress in
the full Nursery curriculum as they move
through the school. Most join the school with
much lower skills than expected for their age.
By the time they leave, the very great
majority have reached the expected level and
many exceed it.
additional language is excellent. They gain
great confidence in understanding English
and systematically develop the confidence to
speak for themselves.
make equally outstanding progress as other
managing their own behaviour. They have an
excellent understanding of how to keep
themselves safe. Lunchtimes are very civilised
Teaching staff work extremely well together,
Activities are of high quality but those outdoors
The headteacher and governors have a strong
There is a very close and effective partnership
The school takes full advantage of its multi-
both within the classrooms and outdoors. They
manage children’s behaviour skilfully. They
have an excellent understanding of each child’s
level of development and they target questions
carefully to support future learning.
do not always help children build on a skill in a
concentrated manner.
determination to sustain the outstanding
provision. The whole-school team is committed
to making sure that each child achieves their
potential in a safe and highly cohesive learning
community. The management of financial
resources is very efficient.
with parents.
ethnic characteristics. It provides exciting
opportunities for children to learn about each
other’s cultures and beliefs.

Information about this inspection

  • The inspector observed 10 lessons or parts of lessons, all of which were joint observations with
    the headteacher. The observations included both indoor and outdoor sessions. The four different
    groups of children having lunch were observed.
  • Inspectors met with the Chair of the Governing Body and three other governors, senior leaders,
    teachers and support staff and talked to a representative from the local authority.
  • There was only one response to the online questionnaire (Parent View). The inspector
    scrutinised the school’s own questionnaire to parents, to which more than 70% of parents
    responded. The inspector talked to a wide range of parents during the inspection.
  • The inspector observed the school’s work and looked at a number of documents, including the
    school’s own data on children’s current progress, planning and monitoring documentation,
    records relating to behaviour and attendance, and documents relating to safeguarding.

Inspection team

Margaret Shepherd, Lead inspector Additional Inspector

Full report

  • The school serves both the immediate area and a much wider area across Newcastle. When
    children leave the school they go to the neighbouring primary school and to 19 other schools.
  • The school is larger than the average nursery school.
  • Over two thirds of the children are from 21 different minority ethnic groups. Over one third of all
    children entering the school have no English speaking skills at all. The proportion of these
    children has been increasing since the previous inspection.
  • The proportion of children receiving funding based on their eligibility through Local Authority
    Index of Multiple Deprivation and are eligible for free school meals is much higher than average.
  • At the time of the inspection there were no children on the special needs register, although
    some children are going through the process of being registered. There are no disabled children.
  • Since the previous inspection the school has moved from full-time provision to a part-time basis.
    The great majority of children stay for school lunch and an additional session in the afternoon.
  • The school shares its building with a private childcare facility. This provision did not form part of
    this inspection but the report can be found on the Ofsted website.
  • The school has the Basic Skills Quality Mark, Investors in Children, the International Award and
    the Healthy Schools Award.

What does the school need to do to improve further?

  • Make the outdoor learning even better by:
    - increasing the proportion of adult-led activities
    - extending more of the daily independent tasks across the week, to allow children to build on
    the development of a particular skill.

Inspection judgements

The achievement of pupils is outstanding
  • Children make excellent progress in communication and language. They develop very effective
    skills of listening and paying attention, whether this be in a whole group or during individual
    discussions with adults. Children’s development of understanding and following instructions also
    progresses very well as they express their responses to the different experiences that they
    encounter across the school sessions.
  • Children with no English at the start of the year make particularly good progress in learning to
    communicate with simple words and then building them up into sentences as their confidence
    increases. Children who are eligible for additional funding are also making outstanding progress
    across the full curriculum.
  • The many opportunities available for extending small physical skills, such as holding a pen, result
    in excellent development. Children persevere when trying to master the manipulation of different
    tools or construction apparatus. When children are in the outdoor area they gain great
    confidence in making larger physical movements, whether this be developing the skills of riding
    a tricycle or mastering different ways of coming down a slide.
  • Children thoroughly enjoy listening to stories and are proud when they remember key features
    of characters or plot. They recognise their own names when they are written down and the more
    confident children manage to reproduce recognisable letters. They all realise that when they
    make marks they can convey meaning, such as producing marks or letters on the front of
  • There is outstanding progress in children’s knowledge of mathematical shapes and in simple
    counting. The more-able children can already add on one more to a single digit. Children
    thoroughly enjoy developing their creative skills. They handle a range of different materials such
    as paint or collage and are proud of the final outcome. They are keen to try out fresh
    experiences and have a curiosity about new activities, such as listening to the sounds of
    scrunching up autumn leaves.
The quality of teaching is outstanding
  • Staff have very high expectations of every child across each aspect of the curriculum.
  • The partnership between teachers and support staff is exceptionally good. There are outstanding
    levels of communication across the full teaching team both within classrooms and when they
    work together outdoors. Staff play and talk with each child with great skill. They observe
    individuals’ progress very closely, discuss it in the staff team and make sure that the next steps
    of learning are carefully planned to ensure maximum progress in future.
  • Teachers use their own language extremely carefully in lessons. They provide a very clear model
    for children to copy. They make sure that they use a specific range of vocabulary that matches
    the children’s levels of understanding. They give precise and clear instructions and check
    carefully that each child has understood.
  • The organisation of the school day is very carefully planned to ensure optimum opportunities for
    learning and a careful balance across different types of activities both indoors and outdoors.
    Staff use these systems flexibly in direct response to children’s different needs.
  • Teachers provide a very wide range of stimulating tasks in the very high-quality outdoor area.
    The key focus is on independent learning, with a few adult-led activities. The school is in a very
    good position to extend these adult-focussed sessions to provide even more specific learning for
    groups of children.
  • In some aspects, outdoors activities build on the previous day’s task. For example, children were
    introduced to sounds of banging on saucepans and then carried out investigations with handbells
    the next day. Some opportunities are missed outdoors to extend this strategy across other areas
    of the curriculum.
  • Staff manage behaviour extremely well. They make sure that any minor incidents are followed
    up and that children understand the impact of their actions on other children. This is carried out
    very sensitively with clear instructions of what is expected in future.
The behaviour and safety of pupils are outstanding
  • Children have very positive attitudes towards learning. They approach new activities with
    confidence and enjoy building on their learning from previous sessions.
  • A key feature of children’s behaviour is the way that they build relationships with each other
    across all the different ethnic groups and between girls and boys. They appreciate that they are
    all different and that they need to be considerate to each other and appreciate those differences.
    They develop a very good understanding of each other’s cultures and beliefs through projects
    such as sharing the different traditions that families have for festivals such as Christmas.
  • Children have a very good understanding of school routines. They calmly settle into the
    morning’s activities, transferring from their parents with the minimum of fuss. They are very
    confident in choosing a task and have higher levels of concentration than expected for their age.
    They realise that they need to share resources and treat them with respect.
  • Children develop a very thorough understanding of right and wrong. They listen carefully to staff
    when they explain the rules and try their best to carry them out. They carry out these rules
    whether they are under direct supervision or when they are learning independently. They
    appreciate that they need to be careful to keep themselves and those around them safe.
  • Individuals are becoming skilled at managing relationships. They cooperate very well across
    different shared activities, whether this be in open-ended activities such as investigating in the
    sand or the water, or in taking turns in whole-class sessions. They develop skills in adopting
    different roles in their imaginative play. For example, they realise that they can either be the
    customer or the staff in the hairdressing salon.
  • Children develop strong relationships with adults and are very willing to turn to them if they are
    worried about anything. They persevere in communicating their feelings.
  • Individuals’ understanding of the different expectations of their behaviour between indoor and
    outdoor provision is very good. They move around the building very sensibly and understand the
    importance of listening to instructions about when to move. They are patient while they are
    waiting for other children to join them before they transfer between different parts of the
  • Children show excellent behaviour during lunchtime. They all try hard to use knives and forks
    and appreciate that eating a meal is a community activity. They know that they are expected to
    use please and thank you when responding to adults, which also develops their language skills
    very well. They are developing a good understanding of which types and amounts of food are
The leadership and management are outstanding
  • The headteacher works very closely with the governing body and staff to create a climate for
    continuing excellence. Leaders have an outstanding understanding of the needs of each child in
    the context of their families and their multicultural community. They are united in striving to
    make the best use of the resources available to provide high quality education. This results in
    excellent promotion of equal opportunities and a total lack of discrimination.
  • Leaders analyse very effectively data of different groups of children’s progress and then take
    carefully focussed action. This is ensuring that the gap is narrowing between how well children
    who are eligible for additional funding achieve and the performance of other children.
  • Leaders focus strongly on improving teaching and learning. There is a very effective combination
    of formal checking of the performance of each member of staff and daily informal discussion of
    how to make teaching and learning more effective. This is brought together very well in whole
    school and individual professional training.
  • Staff provide an excellent model of professional standards across their work.
  • The curriculum is carefully organised to match the developing needs of each child as the year
    progresses. The school has responded quickly to the changes in the nursery curriculum. There is
    a clear priority to emphasis the three new prime areas of personal development, communication
    and language and physical development. The provision for high quality spiritual, moral, social
    and cultural development is central to the beliefs and values of the school.
  • Safeguarding systems are thorough.
  • A high priority is placed on creating close partnerships with parents. The school values their
    views and responds to their suggestions quickly. The daily interaction of the headteacher and
    staff with parents produces high levels of communication, as do the consultation sessions with
    parents to discuss their children’s progress.
  • The local authority provides light touch support for this outstanding school. The school makes
    good use of the specialist support that is available.
  • The governance of the school:
    - The governing body is highly ambitious in sustaining the outstanding provision for its
    community. It has an excellent understanding of the practice of the school through regular
    visits into classrooms to observe learning. There is a very good balance of expertise across the
    governing body, particularly in experience of the Early Years Foundation Stage. The
    representation of leaders from the childcare facility and the neighbouring primary school
    supports transition very effectively. Governors ensure that they are robust in holding the
    school to account. Together with the headteacher they are managing the reducing budget
    very effectively.

What inspection judgements mean


Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
Grade 2 Good A good school is effective in delivering outcomes that provide well
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
Grade 3 Requires
A school that requires improvement is not yet a good school, but it
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
Grade 4 Inadequate A school that requires special measures is one where the school is
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.

A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.

School details

Unique reference number 108427
Local authority Newcastle-upon-Tyne
Inspection number 400980

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Nursery
School category Maintained
Age range of pupils 3–5
Gender of pupils Mixed
Number of pupils on the school roll 103
Appropriate authority The governing body
Chair Judy Cowgill
Headteacher Anne Stoker
Date of previous school inspection 25 February 2010
Telephone number 0191 273 5587
Fax number 0191 273 4022
Email address reveal email: anne…


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