Brunswick Nursery School
phone: 01223 508790
headteacher: Mrs Amanda Bannister
35 boys 43%
45 girls 55%
Last updated: June 19, 2014
Nursery — LA Nursery School
- Education phase
- Establishment type
- LA Nursery School
- Establishment #
- OSGB coordinates
- Easting: 546218, Northing: 258673
- GPS coordinates
- Latitude: 52.207, Longitude: 0.13841
- Accepting pupils
- 3—5 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Sept. 19, 2012
- Region › Const. › Ward
- East of England › Cambridge › Petersfield
- Urban > 10k - less sparse
- 0.2 miles St Matthew's Primary School CB12LD (562 pupils)
- 0.4 miles Red Balloon Learner Centre CB11EE (16 pupils)
- 0.5 miles Parkside Community College CB11EH
- 0.5 miles Cambridge School of Languages CB12AZ
- 0.5 miles Parkside Community College CB11EH (794 pupils)
- 0.7 miles Sancton Wood School CB12EZ (224 pupils)
- 0.8 miles Milton Road Junior School CB41UZ
- 0.8 miles Milton Road Infant School CB41UZ
- 0.8 miles Park Street CofE Primary School CB58AR (113 pupils)
- 0.8 miles St Philip's CofE Aided Primary School CB13DR (330 pupils)
- 0.8 miles St Alban's Catholic Primary School CB21EN (209 pupils)
- 0.8 miles St Colette's Preparatory School CB30RX
- 0.8 miles Cambridge Centre for Sixth Form Studies CB12JF (167 pupils)
- 0.8 miles Cambridge Arts and Sciences Sixth Form and Tutorial College CB58AD (354 pupils)
- 0.8 miles Chance CB21HH
- 0.8 miles Chance PRU CB42BD
- 0.8 miles Abbey College Cambridge CB12JB (293 pupils)
- 0.9 miles CSSC Ascham CB42BD
- 0.9 miles Romsey Junior School CB13PH
- 0.9 miles Sedley Infant School CB13PZ
- 0.9 miles St Pauls CofE VA Primary School CB21HJ (197 pupils)
- 0.9 miles The Stephen Perse Foundation CB21HF (823 pupils)
- 0.9 miles St Andrew's CB23QA (155 pupils)
- 0.9 miles The Roger Ascham School CB42BD
Brunswick Nursery School
Young Street, Cambridge, CB1 2LZ
|Inspection dates||19–20 September 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.
| The school has sustained very successfully all |
High-quality leadership, monitoring,
Staff ensure that the children’s experiences
Teaching shows excellence in the ways it
aspects of excellence identified at its last
inspection, when it was also judged
management and governance ensure
excellent teamwork and consistent
approaches to teaching and care which are
practised by all staff. This enhances
significantly the children’s learning and
are very well promoted through play and
centred wholly on their needs and interests.
This very securely underpins the children’s
learning and development.
enables children to become well socialised,
able to develop independence and explore
through a rich range of activities entirely
appropriate to their age.
| Excellent assessment is focused firmly on |
The school’s continuous drive for
Children’s outstanding achievement and rapid
There is a very strong emphasis on children’s
day-by-day observations which are the basis
of first-class planning
improvement includes refining its assessment
systems to ensure an even closer match with
new national approaches, and to increase the
involvement of children’s families.
progress is secured by the ways staff help
them to prepare for their work and play.
personal and social development which
results in their outstanding behaviour and
strong understanding of being safe.
|Inspection report:||Brunswick Nursery School, 19–20 September 2012||2 of 10|
Information about this inspection
- The inspection took place during the first week in which almost all children started attending
the school for the first time. During the previous two weeks the staff had undertaken a series
of home visits to get to know the children and their families, and to help them to understand
each individual child’s needs.
- During the inspection, the key focus was to help the children settle into school. All activities
were designed specifically to start the process of assessing and recording individual children’s
learning and development at the start of the school year.
- The inspector made eight separate observations totalling some four hours. Two joint
observations were undertaken with senior leaders.
- All teachers, nursery nurses, key workers and support staff were seen working with the
children. Sessions of the breakfast and after school club were also observed. Opportunities
were taken throughout the inspection to talk with children and their parents and carers.
- The inspector looked at a wide range of school documents including: development plans;
policies; self-evaluation reports; monitoring files; safeguarding and curriculum materials; and
information for parents and carers. Governing body documentation was examined, including
the headteacher’s reports to the governing body and other reviews of school performance.
- Discussions were held with the headteacher, the senior teacher (who is also the special
educational needs coordinator) and other teachers, nursery nurses, key workers, teaching
assistants, office staff, representatives of the governing body, a visiting educational
psychologist and a representative of the local authority.
- Telephone conversations were held with representatives of the school’s education partners,
including a representative of Cambridge University’s Faculty of Education, and a special
educational needs coordinator from the school’s partner cluster of nursery schools.
- The inspector took account of the 16 responses to the online questionnaire (Parent View), and
spoke individually with many parents and carers during the course of the inspection.
|Michael Miller, Lead inspector||Additional inspector|
|Inspection report:||Brunswick Nursery School, 19–20 September 2012||3 of 10|
Information about this school
- This is a smaller-than-average nursery school taking children from all over Cambridge City.
- Almost all children only attend the school for the three terms of the Nursery Year. They attend
five sessions per week, either mornings only, afternoons only or half the week full-time. The
school has places for 80 children. At the time of the inspection a few who had registered had
still to start school but were due to do so later in the week.
- In addition to the 15 free hours, the school offers a limited number of extra chargeable hours,
for children on the school roll, through Brunswick Integrated Care (known as BIC). This is
managed by the governing body and includes a breakfast and after-school club. During the
school day, all BIC activities are integrated fully with children’s normal activities and work.
- The large majority of children are of White British heritage; the proportion from other ethnic
backgrounds, or who speak English as an additional language, is broadly average.
- The proportion of disabled children and those who have special educational needs, including
those supported by early years action plus or with a statement of special educational needs, is
average. These children’s needs include: speech, language and communication difficulties;
autistic spectrum disorder; hearing impairment; and physical disability.
- There are currently no children for whom the school receives the pupil premium.
- The school currently holds the Investors in People and Healthy Eating awards.
- The headteacher has been in post for four years.
What does the school need to do to improve further?
- Refine the school’s systems for the assessment of children’s progress, and maintain the
highest levels of challenge for each individual child, by:
extending the use made of the regular observations and recording of each individual
child’s learning by collating these increasingly closely with the new national
statements concerning each child’s expected development
encouraging more parents and carers to contribute to their children’s learning journey
‘Year Books’ by including personal, family observations and photographs relating to
their children’s learning and development at home.
|Inspection report:||Brunswick Nursery School, 19–20 September 2012||4 of 10|
|The achievement of pupils||is outstanding|
- There is a plaque in the school’s garden which states: ‘Recognise all who stand in this place,
the opportunity to recapture through your children every childhood pleasure, discovery and
joy, for in this place such memories are truly reborn.’ This ethos and philosophy helps
explain why children achieve so well at the school.
- School data, from accurate and extensive assessments, show that most children enter the
school with levels of knowledge and skills which are broadly in line with those expected for
- Most children make significant, rapid and sustained progress to reach levels of development
well above those expected for their age by the time they transfer to the Reception classes
in other schools. Elements, such as their progress in mark making and the development of
a love of books, prepare them exceptionally well for writing and reading work.
- The range of languages spoken by staff aids significantly the ability of children for whom
English is an additional language to engage with adults and make excellent progress. Staff
show a natural flair for being able to communicate with children and set them at their ease.
- Discussions with staff and the parents of disabled children and those who have special
educational needs show they feel supported well. They appreciate the outstanding progress
that their children make because of the expert provision and the experience of the staff.
Such children are monitored consistently by their teachers and key workers. A visiting
educational psychologist praised the school for its commitment to providing the best
possible opportunities for children to make sustained progress.
- Staff ensure that fun in learning is a natural, everyday factor in enabling the engagement of
children in activities. Even though children were in their first days of starting school, they
were making excellent progress in the development of their dispositions and attitudes to
- During the inspection, a full range of ‘free-flow’ activities was on offer, across both inside
and outside environments; this enabled real excitement in learning. All children were
enabled to sample experiences covering all aspects of their expected learning and
development. This also reflected the school’s strong focus on ensuring equality for all.
- Children profit immensely from every opportunity not only to show their individuality but
also to take risks in exploration and discovery, whether making a chute from bamboo
sections to test scientifically toy racing cars, exploring flora and fauna with magnifying
glasses or making friends with the school’s rabbit.
- Staff maintain a constant dialogue with the children. This enables the seamless promotion
of: children’s speaking and listening skills; their personal, social and emotional
development; a sense of community and care for others; the use of language for
communication and thinking; the application of exploration and investigation skills;
children’s use of equipment and materials; and the development of their imaginative play.
|The quality of teaching||is outstanding|
- As one parent wrote, ‘The staff do a fabulous job, and I’ve learnt a great deal about my
child due to their help.’ This encapsulates the overwhelming response of parents and carers
to the quality of teaching at the school.
|Inspection report:||Brunswick Nursery School, 19–20 September 2012||5 of 10|
- Teaching and assessment are exceptional because staff use their daily observations of the
children to build extremely effectively on the children’s experiences and contributions.
- An important focus of the school’s further development of teaching and activity planning is
linked to enhancing the rich opportunities for extending children’s learning. The school is
aiming to achieve this through fine tuning the ways it assesses children’s progress.
- Teachers are currently working on refining the school’s assessment systems to take specific
account of the new national statements
concerning each child’s expected development.
- Staff are taking a practical approach to their review of assessment strategies to ensure that
they maintain an effective approach to challenging children. They are aware of the
importance of meeting accurately the needs of children who may be at the lower, middle or
higher ends of the new national bands for assessing children’s development in the Early
Year Foundation Stage.
- The impact of the tracking and planning for disabled children and those who have special
educational needs, or for whom English is an additional language, is excellent. This is not
only because such children are enabled to be integrated fully into the school’s life and work,
but also because of the high quality of their individual education plans.
- Teachers and key workers alike contribute very well to assessments, and information for
parents and carers, through the children’s Learning Journey ‘Year Books’. Discussions with
parents and carers show these records are valued highly. The school encourages parents
and carers to enrich these ‘Year Books’ by contributing their own family pages and entries,
but relatively few choose to do so in practice.
- Resources are of high quality and used very effectively. The outside area provides a highly
stimulating oasis for the children. It is packed full of interest from the covered sandpit
through the textured, sensory pathways to the climbing rock and decking space. It is
designed for all-year-round use and teaching, even in inclement weather.
- Families are encouraged to become involved actively in their children’s learning, not least
through activities such as the annual, and much anticipated, ‘pyjama party’. In this, whole
families, including siblings, explore books together, and parents and carers can explore
ways to help their children with general reading and literacy development.
Children’s spiritual and cultural development is fostered very well. This is achieved through
artwork, such as the totem pole in the garden representing the wildlife after which each key
worker group is named. Children also enjoy the wonder of visiting local building sites,
growing produce on the school allotment, and the excitement of visiting a local fire station.
Such activities extend very well the children’s general experience of the world around them.
|The behaviour and safety of pupils||are outstanding|
- There is a consistent and sensitive approach to behaviour management which ensures that
staff have the highest expectations of children’s behaviour. Children respond quickly to this,
right from their first day at school. A compassionate approach by staff helps reinforce
children’s proper understanding of right and wrong from their very first experiences at the
From September 2012, the prime areas are communication and language, physical development and personal, social
and emotional development. The specific areas are literacy, mathematics, understanding the world and expressive arts
|Inspection report:||Brunswick Nursery School, 19–20 September 2012||6 of 10|
- Children settle quickly into life at school because it works closely with families to manage
separation arrangements at the start of sessions. Parents and carers are encouraged to
stay and play with their children, but subtly withdraw as their children embrace school life.
- An extensive programme of home visits during the first two weeks of the autumn term not
only help staff to get to know the children and their needs but also help families prepare
their children well for school. As one girl said to her teacher on her first morning, ‘You came
to my house!’ This enables the children to feel safe and secure right from the start.
- Behaviour and safety are outstanding because children develop self-confidence, are enabled
to socialise very well, and show consistently high levels of concentration throughout the
day. Consequently, some do become tired at times; staff deal with this sensitively and
children respond very positively.
- Staff make good use of simple tools, such as sand timers, to ensure that children develop
the concept of sharing and taking equal turns during activities. At times, children showed
great fascination with the sand timers themselves, captivated by their working. Extended
concentration was also seen when children were fishing with magnetised rod and line. This
activity was also good for their physical coordination.
- Children’s spiritual and social development is particularly strong and promoted well through
the consistent encouragement of their curiosity, respect and care for each other. As another
parent wrote to the school at the end of the last academic year: ‘Thank you for being a
second home for my children. They feel loved, happy, confident and safe.’
|The leadership and management||are outstanding|
- All parents and carers responding to the online questionnaire, and those spoken with during
the inspection, had no hesitation in recommending the school because of the high quality of
its leadership and management. The headteacher sets a very fine example, and is
instrumental in facilitating the firm foundations upon which the school continues to build
the high-quality teamwork necessary to sustain its outstanding capacity for further
- Staff receive justified praise for the excellent information provided for families, the value of
the home visits, the quality of induction for the children and the high quality of the school’s
ethos and environment. Families appreciate that such aspects do not happen overnight but
are the result of continuous hard work on the part of the staff and governing body.
- Joint observations during the inspection show that the senior leadership team has an
excellent understanding and appreciation of the quality of teaching and learning.
Discussions with staff show thoroughly professional levels of self-evaluation and self-
criticism; this reflects the constructive impact of the school’s performance management.
- Professional development is focused pertinently on teaching and learning. Staff are involved
in a wide range of courses and training related to the Early Years Foundation Stage,
including up to higher degree level.
- There are strong links with Cambridge University, and discussions with a representative of
the Faculty of Education show the school is held in very high regard. Staff and children
have been the subject of a project relating to the development of creativity in the early
years. This has been completed and is about to be disseminated widely by the university,
with the continuing participation of the school and its staff.
|Inspection report:||Brunswick Nursery School, 19–20 September 2012||7 of 10|
- Discussion with another education partner, from the county’s cluster of nursery schools,
confirmed the school’s strong influence in the field of special educational needs. The advice
given and professionalism shown by the special educational needs coordinator is much
- The school’s arrangements for safeguarding its children, and the practical rigour of these,
were confirmed during the inspection. Discussions and documentation, as well as practical
action, risk assessments and day-to-day health and safety monitoring, confirm this.
- During the past year the local authority has undergone major restructuring regarding its
advisory services for the Early Years Foundation Stage. Contact with the school during the
past year has been much more limited than in the past. However, the local authority
provides satisfactory light touch support for this outstanding school.
- The governance of the school:
contributes significantly to the everyday life and work of the school; monitoring visits are
regular and both written and oral reports to staff are seen as part of a valued partnership
with the school
is well informed and makes excellent use of its members’ expertise in support of the school
monitors regularly the impact of teachers’ performance management targets which are
focused on maintaining and developing further the quality of teaching and learning.
|Inspection report:||Brunswick Nursery School, 19–20 September 2012||8 of 10|
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.
|Inspection report:||Brunswick Nursery School, 19–20 September 2012||9 of 10|
|Unique reference number||110596|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Nursery|
|Age range of pupils||3–4|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||72|
|Appropriate authority||The governing body|
|Date of previous school inspection||8 July 2010|
|Telephone number||01223 508790|
|Fax number||01223 508782|
|Inspection report:||Brunswick Nursery School, 19–20 September 2012||10 of 10|