School etc

Birley Nursery School Closed - close nursery school March 31, 2012

see new Birley Community Primary School

Birley Nursery School
Thornbridge Avenue
South Yorkshire

phone: 0114 *** ***

headteacher: Mrs J Hayes

school holidays: via Sheffield council

Nursery — LA Nursery School

Education phase
Establishment type
LA Nursery School
Establishment #
Close date
March 31, 2012
Reason closed
Close Nursery School
OSGB coordinates
Easting: 439811, Northing: 382975
GPS coordinates
Latitude: 53.342, Longitude: -1.4035
Accepting pupils
3—5 years old
Ofsted last inspection
Dec. 14, 2010
Region › Const. › Ward
Yorkshire and the Humber › Sheffield South East › Birley
Urban > 10k - less sparse

rooms to rent in Sheffield

Schools nearby

  1. Birley Community Primary School S123AB (646 pupils)
  2. Birley First School S123AB
  3. Birley Middle School S123AB
  4. 0.1 miles Birley Community College S123BP (1155 pupils)
  5. 0.6 miles Charnock Hall Primary School S123HS (399 pupils)
  6. 0.6 miles Charnock Hall Middle School S123HS
  7. 0.6 miles Charnock Hall First School S123HS
  8. 0.7 miles Birley Spa Community Primary School S124QE (499 pupils)
  9. 0.8 miles Ridgeway Primary School S123XR (205 pupils)
  10. 0.9 miles St John Fisher Catholic Primary School S124HJ
  11. 0.9 miles St John Fisher Catholic Primary School, A Voluntary Academy S124HJ (213 pupils)
  12. 1 mile Gleadless Primary School S122EJ (454 pupils)
  13. 1.1 mile Intake Primary School S122AR (409 pupils)
  14. 1.1 mile Hackenthorpe Village Infant School S124LR
  15. 1.2 mile The City School S138SS
  16. 1.2 mile Outwood Academy City S138SS (952 pupils)
  17. 1.3 mile Woodhouse West Primary School S137BP (322 pupils)
  18. 1.3 mile Carter Lodge School S124LQ
  19. 1.4 mile Herdings Primary School S141SL
  20. 1.4 mile Rainbow Forge Junior School S124BQ
  21. 1.4 mile Rainbow Forge Infant and Nursery School S124BQ
  22. 1.4 mile Valley Park Community School S141SL (459 pupils)
  23. 1.4 mile Valley Park Community School S141SL
  24. 1.5 mile Rainbow Forge Primary School S124LQ (247 pupils)

List of schools in Sheffield

Birley Nursery School

Inspection report

Unique Reference Number 106976
Local Authority Sheffield
Inspect ion number 356065
Inspect ion dates 14–15 December 2010
Report ing inspector Joan McKenna

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

Type of school Nurser y
School category Maintained
Age range of pupils 3–5
Gender of pupils Mixed
Nu mber of pupils on the school roll 154
Appropriate authority The governing body
Chair Mr Shane Garrity
Headteacher Mrs Jean Hayes
Date of previous school inspection 27 February 2008
School address Thornbridge Avenue
Birley, Sheffield
South Yorkshire S12 3AB
Telephone number 0114 2399225
Fax number 0114 2399225
Email address reveal email: birl…
Age group 3–5
Inspect ion dates 14–15 December 2010
Inspect ion number 356065


This inspection was carried out by three additional inspectors. Eleven parts of lessons
were observed taught by eight staff and observations of other activities took place.
Meetings were held with the headteacher, other leaders and governors. Inspectors

observed the school's work, and scrutinised documents including policies, action plans,

information about children's learning and progress, attendance data and records of
monitoring. Responses to questionnaires returned by staff and the 77 returned by parents
and carers were analysed.
The inspection team reviewed many aspects of the school's work. It looked in detail at the

  • Whether the quality of provision is resulting in the development and learning of all
    groups of children being good.
  • Whether monitoring and evaluation by senior leaders is leading to accurate
    judgements being made about the school's effectiveness.
  • Whether the uncertainty about the school's future is having any impact on current

Information about the school

Almost all children at the school are of White British heritage and speak English. The
proportion of children with special educational needs and/or disabilities is below that
typically found in primary schools. The nursery offers 78 full-time equivalent places for
nursery entitlement of 15 hours a week that are accessed flexibly. There is childcare
provision for 24 places that are utilised flexibly. A children's centre is co-located on the
same site. It was inspected separately, but at the same time, as the nursery school. Since
the last inspection the management arrangements have changed with the headteacher
working four days each week and the deputy headteacher acting as the headteacher for
one day each week. The school holds the Leading Parent Partnership Award. A review is
currently underway about the future of the school and the childcare provision because of
changes to the arrangements for funding.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 2
The school's capacity for sustained improvement 2

Main findings

Ensuring that children in both the childcare provision and nursery are happy, secure, well -
cared for and are enabled to learn is at the heart of this good school. Excellent
relationships with parents and carers contribute to outstanding partnerships with them
and these make a very considerable contribution to children's good rate of development.
Individual children and their families are well-known to adults and this helps the school to
ensure that well-targeted support and care are given according to their specific needs.
Because of the warm and welcoming atmosphere children look forward to coming to
school, settle quickly, feel safe and so can make the most of their time there. They follow
routines well and learn to share and work with others, while also developing a good
capacity to operate independently and to make choices for themselves. They behave well
and they are kind and considerate towards each other.
The knowledge and skills that children have when they join the school vary across
different individuals and groups, but overall are below expectations for their age,
especially in communication and numeracy. They learn well and make good progress
because of the effective curriculum and teaching. By the time they leave, most are
working at levels expected for their age. A wide range of exciting activities are provided
each day for children which capture their interest and promote learning well. Adults
interact successfully with children to extend their knowledge, understanding and skills and
build their confidence. This is most effective in the focussed group activities. Opportunities
are occasionally missed to extend children's learning or to promote their communication or
mathematical skills.
The school's organisation is complex because of the flexible nature of children's
attendance but senior leaders manage the demands very well and ensure that the school
runs efficiently. They provide a clear direction for staff, with the learning and well-being of
children at its centre, and are successful in ensuring that these are good. The school's
work is thoroughly monitored so strengths and what could be improved are accurately
identified. Some of the analysis of evidence, such as about children's learning and
attendance, does not focus fully on how different groups of children are learning. However
the strong commitment to providing the best for children means the school has improved
in a variety of ways since the last inspection and is demonstrating good capacity to
improve further. Staff have not allowed anxieties about the future of the school to have a
negative impact on children. The governing body and senior leaders recognise the need to
ensure that this continues during the transition to the final arrangements once decided.

What does the school need to do to improve further?

  • Raise children's attainment and maximise their progress by:
    Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate
    Please turn to the glossary for a description of the grades and inspection terms
    ensuring that every opportunity is taken to extend the learning and develop the
    communication and mathematical skills of all individuals
    analysing data about children's progress and other evidence such as about
    attendance to check on the learning and development of different groups.
  • Ensure that the governing body and senior leaders maintain the good quality of
    provision and outcomes for children during the transition to the future arrangements
    for the school.
Outcomes for individuals and groups of children 2

Children start their sessions ready and keen to get involved in the activities available to
them. They quickly become engrossed in what they are doing and show good levels of
concentration, especially when tasks really engage their interest. This was evident when
some children were cutting out pictures of toys to stick on to their Christmas stockings.
Most interact confidently with adults and other children. Children are motivated and
practise and improve their skills well, often with good levels of perseverance, such as
when some children were asking an adult how to write different letters and words for their
letters to Santa. Their imagination, creativity and knowledge of the world flourish as they
participate in the wide variety of activities. When working individually or in groups with
adults, they learn to listen attentively, answer questions and explain some of their
reasons. Children of all ages, including those with special educational needs and/or
disabilities, thrive and make good progress. Their learning is occasionally slower when
they are not encouraged to extend their thinking or skills enough.
Children's personal, social and emotional development is good. Relationships are strong
and children are usually caring and kind towards each other. They develop confidence,
independence and the capacity to co-operate with others well. They learn how to keep
healthy. Through first-hand practical experience such as growing vegetables they
understand about healthy diets, as demonstrated by them asking to eat celery at their
Christmas party. They make a positive contribution within the school by following
instructions, being considerate and by taking on small responsibilities. The range of
personal qualities and skills they acquire help them to prepare for their futures well. Their
pride in the achievements and good levels of attendance reflect their enjoyment of school.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

These are the grades for children's outcomes

Outcomes for children in the Early Years Foundat ion Stage 2
Children's achievement and the extent to which they enjoy their learning 2
Taking into account:
Children's attainment¹
The quality of children's learning and their progress 2
The quality of learning for children with special educational needs and/or disabilities and
their progress
The extent to which children feel safe 2
Children's behaviour 2
The extent to which children adopt healthy lifestyles 2
The extent to which children contribute to the school and wider community 2
The extent to which children develop skills that will contribute to their future
economic well- being
Taking into account:
Children's attendance¹
The extent of children's spir itual, moral, social and cultural development 2


The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

is low

How effective is the provision?

A strength of the teaching is the very warm and supportive relationships between adults
and children that help children feel secure and be confident to learn. Adults interact
purposefully with children to ensure that are actively involved in their play and that they
talk, answer questions and try new things. Learning is often most successful when
children are working in small groups with their key worker. This is because key workers
know them and their different levels of prior attainment as individuals very well. This
enables adults to make sure that their input and questions are specifically targeted
according to children's precise needs. When children choose activities for themselves,
adults interact with them to support and develop their learning often effectively, but on
occasions their input does not extend children's learning sufficiently and sometimes
opportunities to develop their language, communication and mathematical skills are
missed. Children's progress is carefully and regularly assessed and used well to plan next
steps for them. Termly targets are set in all six areas of learning and shared with parents
and carers.
The curriculum is planned well to build children's experiences and skills successfully across
all areas of learning both indoors and outside. There is a good balance between activities
that children can access for themselves and planned group sessions designed to develop
key concepts and skills. Helpful initiatives to develop specific aspects of children's

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

communication and language skills have been adopted. However, the curriculum is not
always implemented in a way that sufficiently reinforces key skills as a matter of routine.
The curriculum is enriched well by a good range of visitors coming into the nursery, but
less so by children going on visits to other places. Books made of photographs of the
children participating in activities, which they love to read, extend the impact of their
The key worker system ensures that all children are very well known by an adult and their
well-being is closely monitored. This supplements the positive relationships between all
adults and children of all ages which promote good levels of support and care. Effective
engagement with external agencies helps to meet the needs of children with additional
needs of any kind. Arrangements for children joining the school and liaison with their
parents and carers are very strong, and the school is actively developing arrangements for
children's transition on to their next settings. Attendance is promoted effectively with an
emphasis on encouraging parents and carers to value education. However data are not
analysed to spot particular patterns or issues concerning attendance. The childcare
provision provides effective and positive care and support for children, both during and
beyond the school day.

These are the grades for the quality of provision

The quality of provision in the Early Years Foundation Stage 2
The quality of teaching 2
Taking into account:
The use of assessment to support learning
The extent to which the curriculum meets children's needs, including, where relevant,
through partnerships
The effectiveness of care, guidance and support 2

How effective are leadership and management?

The headteacher and other senior leaders are forward-looking and proactive, embracing
new initiatives and constantly striving to improve the provision for the children. They
promote a strong sense of team work and this is helping ensure that staff put the needs of
the children first despite the on-going uncertainties about the nursery's future.
Arrangements for assessing and tracking children's progress and for monitoring the
effectiveness of the school have both improved since the last inspection. The governing
body takes its responsibilities seriously and has had training to help it judge the
effectiveness of the school accurately and to strengthen its role as a critical friend.
Because of the short time that children are at the school, there is a regular turnover of
governors, but efforts are made to ensure that newly-appointed members of the
governing body make a contribution. The school places high priority on keeping children
safe and most of its safeguarding procedures are extremely thorough. Children are all
valued equally, given equal opportunity to thrive and clear steps are taken to tackle
discrimination and remove barriers to learning. Arrangements for checking on children's
progress are extensive, with the achievement of individuals and some, but not yet all,

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

groups analysed well. The school's partnerships with external organisations to widen
children's experiences and meet their needs are good. The promotion of community
cohesion is strong within the school itself and its own community, but is less developed
beyond this. The school has plans to tackle this. Communication and engagement with
parents and carers are outstanding, with the home school scrapbooks an example of very
effective two-way dialogue.

These are the grades for leadership and management

The effectiveness of leadership and management in the Early Years Foundation Stage 2
The effectiveness of leadership and management in embedding ambit ion and driving
Taking into account:
The leadership and management of teaching and learning
The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackled decisively and statutory responsibilities met
The effectiveness of the school's engageme nt with parents and carers 1
The effectiveness of partnerships in promoting learning and well-being 2
The effectiveness with which the school promotes equality of opportunity and tackles
discriminat ion
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohesion 3
The effectiveness with which the school deploys resources to achieve value for money 2

Views of parents and carers

Almost all views expressed by parents and carers who returned questionnaires outlining
their views of the school are extremely positive about all aspects of the school. Typical
comments include ones such as, 'My son is about to move from the childcare to nursery. I
can't thank the childcare team enough for the way they have looked after and nurtured
him. He's had the best start to his education being with them' and 'I have nothing but
praise for this nursery. My child's progression has been fantastic, he's enjoyed every
moment of it and they have more than prepared him for school next term'. Inspection
evidence confirms that the school provides well for the children and that virtually all
aspects of provision are good, resulting in positive outcomes for them. A very small
number of parents and carers felt that there was not enough opportunity for verbal
feedback about children's progress as opposed to written feedback. Inspection evidence
found that communication with parents and carers is very strong and that it encourages

on-going dialogue. Nevertheless, the school takes these comments seriously and intends

to look to see whether even more formal opportunities can be provided to talk with
parents and carers.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Birley Nursery School to complete
a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements
about the school.
The inspection team received 77 completed questionnaires by the end of the on-site inspection. In total,
there are 154 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number of
completed questionnaires. Where one or more parents and carers chose not to answer a particular question,
the percentages will not add up to 100%.

Statements Strongly
Agree Disagree Strongly
Total % Total % Total % Total %
My child enjoys school 65 84 12 16 0 0 0 0
The school keeps my child
66 86 10 13 0 0 0 0
My school informs me about
my child's progress
51 66 23 30 2 3 0 0
My child is making enough
progress at this school
63 82 13 17 0 0 0 0
The teaching is good at this
65 84 10 13 0 0 0 0
The school helps me to
support my child's learning
60 78 17 22 0 0 0 0
The school helps my child to
have a healthy lifestyle
51 66 25 32 0 0 0 0
The school makes sure that
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
49 64 20 26 1 1 0 0
The school meets my child's
particular needs
58 75 19 25 0 0 0 0
The school deals effectively
with unacceptable behaviour
45 58 29 38 0 0 0 0
The school takes account of
my suggestions and concerns
49 64 25 32 1 1 0 0
The school is led and
managed effectively
55 71 20 26 0 0 0 0
Overall, I am happy with my
child's experience at this
70 91 6 8 0 0 0 0


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding school
provides exceptionally well for all its children's needs.
Grade 2 Good These are very positive features of a school. A school that
is good is serving its children well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its children.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant improvement
in order to meet the needs of its children. Ofsted
inspectors will make further visits until it improves.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 58 36 4 2
Primary schools 8 43 40 9
Secondary schools 10 35 42 13
Sixth forms 13 39 45 3
Special schools 33 42 20 4
Pupil referral units 18 40 29 12
All schools 11 42 38 9

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now
make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2009 to 31 March 2010 and are the most
recently published data available (see Please note that the sample of schools
inspected during the autumn and spring terms 2009/10 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100. Secondary school figures include those that
have sixth forms, and sixth form figures include only the data specifically for sixth form inspection

Common terminology used by inspectors

Achievement: the progress and success of a child in their learning
and development.
Attainment: in other phases of school, for example primary
schools, attainment is the standard of the pupils'
work shown by test and examination results and in
lessons. However, there is no national average for
three- and four-year-olds. Therefore, in inspections of
nursery schools, inspectors take account of
expectations in the age-related bands of the Early
Years Foundation Stage.
Capacity to improve: the proven ability of the school to continue
improving. Inspectors base this judgement on what
the school has accomplished so far and on the quality
of its systems to maintain improvement.
Leadership and management: the contribution of all the staff with responsibilities,
not just the headteacher, to identifying priorities,
directing and motivating staff and running the school.
Learning: how well children acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school's overall
effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall effectiveness
judgement will be.
The school's capacity for sustained
Outcomes for individuals and groups of
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
children's needs, including, where relevant,
through partnerships.
Progress: the rate at which children are learning in nursery
sessions and over longer periods of time.

16 December 2010
Dear Children

Inspection of Birley Nursery School, Sheffield, S12 3AB

My team and I really enjoyed our visit to your nursery this week, especially talking to you
and watching you play and learn.
You attend a good nursery. You have lots of exciting things to do and the grown-ups help
you to learn well. I saw how much you enjoy being in the childcare and nursery by
watching you play together. I could see how much you enjoyed all of your Christmas
celebrations, especially seeing Father Christmas, the puppet show and when you were
singing songs for your parents and others. Because of all of the fun things you do, and the
way grown-ups help you, you make good progress.
Grown-ups take very good care of you and keep you safe. This helps make sure that you
are happy. You play very nicely with each other and are kind to each other too. You know
about how to keep healthy. We were impressed when you asked to eat celery at your
Christmas party.
Your headteacher and the other grown-ups in your school do a good job in making your
nursery a safe and fun place to be and they work hard to make it an even better place for
you so that you enjoy it and learn well. They make sure that your parents and others who
look after you know all about how well you are getting on.
Your nursery, and the childcare are good, but my job is it to help things become even
better. I have asked your headteacher and teachers to talk to you and ask you questions
as much as possible to help you learn even more. I have also asked them to check even
more closely on how well all of you are doing so they know how to help you do even
You can help by continuing to be so good.
Yours sincerely

Ms Joan McKenna
Lead inspector


print / save trees, print less