Ashfield Nursery School
Tyne and Wear
phone: 0191 2735587
headteacher: Mrs Anne Stoker
55 boys 53%
50 girls 48%
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 %
- Hawthorn Primary School NE46SB (204 pupils)
- 0.2 miles St Paul's CofE Primary School NE47JU (262 pupils)
- 0.2 miles Bahr Academy NE46PR (30 pupils)
- 0.3 miles Westgate Hill Primary School NE45JN (532 pupils)
- 0.3 miles St Michael's RC Primary School NE47RE (224 pupils)
- 0.3 miles Westgate Hill Infant School NE46NY
- 0.4 miles Cruddas Park Early Years Centre NE47NL (71 pupils)
- 0.4 miles Denewood Pupil Referral Unit NE47NL
- 0.4 miles Mary Trevelyan Primary School NE47NL
- 0.4 miles Our Lady and St Anne's RC Primary School NE46EB (245 pupils)
- 0.4 miles St Michael's RC Junior School NE46XH
- 0.4 miles NCG NE47SA
- 0.5 miles Moorside Community Primary School NE45AW (480 pupils)
- 0.5 miles Grainger Grammar School NE48SA
- 0.5 miles Discovery School NE14HB
- 0.8 miles St Johns Primary School NE48HE (227 pupils)
- 0.8 miles Wingrove Primary School NE49HN (467 pupils)
- 0.8 miles Wingrove Infant School NE49HP
- 0.9 miles Tyne View Community Primary School NE82LS
- 0.9 miles Dunston Riverside Community Primary School NE119DX
- 0.9 miles Canning Street Primary School NE48PA (483 pupils)
- 0.9 miles Riverside Primary Academy NE119DX (230 pupils)
- 1 mile Oakwood Pupil Referral Unit NE48XJ
- 1 mile Oakfield College NE48XJ
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|
|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
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.
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.
|Margaret Shepherd, Lead inspector||Additional Inspector|
- 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.
|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
What inspection judgements mean
|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.
|Unique reference number||108427|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Nursery|
|Age range of pupils||3–5|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||103|
|Appropriate authority||The governing body|
|Date of previous school inspection||25 February 2010|
|Telephone number||0191 273 5587|
|Fax number||0191 273 4022|