Clyde Early Childhood Centre
phone: 020 86923653
headteacher: Miss Cathryn Kinsey
50 boys 45%
60 girls 55%
Last updated: June 18, 2014
Nursery — LA Nursery School
- Education phase
- Establishment type
- LA Nursery School
- Establishment #
- OSGB coordinates
- Easting: 536620, Northing: 177982
- GPS coordinates
- Latitude: 51.484, Longitude: -0.033813
- Accepting pupils
- 3—5 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Sept. 26, 2013
- Region › Const. › Ward
- London › Lewisham, Deptford › Evelyn
- Urban > 10k - less sparse
- Free school meals %
- 0.3 miles Deptford Park Primary School SE85RJ (672 pupils)
- 0.3 miles Grinling Gibbons Primary School SE85LW (304 pupils)
- 0.3 miles Kings Kids Christian School SE146EU (19 pupils)
- 0.4 miles Hughes Fields Primary School SE83HD
- 0.4 miles Sir Francis Drake Primary School SE85AE (196 pupils)
- 0.4 miles Deptford Green School SE146LU (849 pupils)
- 0.4 miles Charlotte Turner Primary School SE83HD
- 0.5 miles Rachel McMillan Nursery School SE83EH (122 pupils)
- 0.5 miles Childeric Primary School SE146DG (459 pupils)
- 0.5 miles Lewisham Bridge Primary School SE84BL
- 0.5 miles St Joseph's Catholic Primary School SE83PH (295 pupils)
- 0.5 miles Bellerbys College London SE83DE
- 0.5 miles Bellerbys College London SE83DE (421 pupils)
- 0.5 miles Marathon Science School SE85RQ (92 pupils)
- 0.6 miles Tidemill Academy SE84RJ (465 pupils)
- 0.7 miles Monson Primary School SE145RD
- 0.7 miles Tidemill Primary School SE84RN
- 0.7 miles St James's Hatcham Church of England Primary School SE146AD (240 pupils)
- 0.7 miles Addey and Stanhope School SE146TJ (645 pupils)
- 0.7 miles Harbinger Primary School E143QP (359 pupils)
- 0.7 miles St Edmund's Catholic School E143RS (214 pupils)
- 0.7 miles Trinity Laban SE83DZ
- 0.7 miles Goldsmiths College, University of London SE146NW
- 0.8 miles Haberdashers Askes School SE145NY
Clyde Early Childhood Centre
Alverton Street, Deptford, London, SE8 5NH
|Inspection dates||26–27 September 2013|
|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 in |
Both indoor and outdoor environments are
Children’s behaviour is excellent. They learn
Teaching is managed extremely well. Regular
Arrangements for safeguarding are
developing their personal, communication
and physical skills regardless of their
background, home language or ability. All
staff have high expectations for every child.
highly stimulating. Teachers and support staff
provide many inspirational and exciting
learning opportunities which capture
children’s enthusiasm for learning.
to play together exceedingly well. The rich
curriculum enables the children to develop a
sense of wonder in the world around them.
checks on its quality lead to very effective
approaches for developing staff skills and
raising children’s achievement.
meticulous. Children feel very safe in school.
They take care of resources and move around
the nursery sensibly and use tools safely.
| Partnerships are outstanding. Excellent links |
Parents and carers are very happy with all that
The headteacher is inspirational and, together
Overall, children have excellent opportunities
with the on-site day-care nursery and
children’s centre help children to do really well.
the nursery school provides. They are enabled
to work in extremely close partnership with
staff to support their children’s learning.
with other senior staff, provides outstanding
leadership. Staff and members of the
governing body give strong support and work
with total determination to make a real
difference to children’s and families’ lives.
to develop their understanding of the world.
However, when children play with toys and
models, staff sometimes miss opportunities for
exploring how moving parts work.
Information about this inspection
- The inspector observed 12 learning sessions provided by teachers as well as early years support
staff assisting children in their learning. Most of the learning sessions seen were joint
observations with senior leaders.
- Meetings were held with members of the governing body, senior leaders and teachers and a
local authority representative.
- Some of the nursery school’s documentation was scrutinised. This included teachers’ planning,
safeguarding procedures, children’s work and data on children’s attainment and progress.
- The inspector considered the 16 responses to the online Parent View survey and the nursery
school’s own most recent parents’ questionnaire and also held informal conversations with
several parents and carers.
- The inspector considered responses to the 18 questionnaires returned by staff.
|Eileen Chadwick, Lead inspector||Additional Inspector|
Information about this school
- This average sized nursery school is part of the Clyde Early Childhood Centre. About two thirds
of the children attend full time while the rest attend either in the morning or afternoon.
- Children enter in the September after their third birthday and leave in the following July after
spending three terms in the nursery.
- There are much higher than average proportions of children from minority ethnic backgrounds,
including those who speak English as an additional language.
- The proportion of disabled children and those with special educational needs supported through
school action is above average. The proportion supported at school action plus or with a
statement of special educational needs is well above average.
- There is a well above average proportion of children known to be eligible for free school meals
but at the time of the inspection children of nursery age are not supported by pupil premium
funding (additional funding provided for looked after children, pupils known to be eligible for free
school meals and children from service families).
- The nursery school provides wrap around care for children on the same site. This consists of
breakfast club, after-school club and a holiday club.
- The headteacher also manages the on-site children’s centre and the early years day care nursery
for babies and children up to the age of three. The centre manages the Playbus which provides
mobile play and learning provision for isolated communities around the borough for one morning
or afternoon session for each child each week. These linked services were not inspected at this
time and their inspection reports are available on the Ofsted website.
What does the school need to do to improve further?
- Ensure staff make the most of opportunities for helping children to develop their interest in how
simple moving parts work, for example on toys and construction kits, by stimulating exploration
|The achievement of pupils||is outstanding|
- Children join the Nursery with knowledge and skills at levels much lower than those expected for
their age, including in personal, physical and communication skills. Rapid progress lifts their
attainment so that the majority of children leave the nursery with skills that are at least at the
levels expected for their age.
- Children make outstanding progress. Adults’ excellent knowledge of the children’s needs enables
them to provide a rich array of practical experiences finely tuned to each child’s needs.
- Children make accelerated progress in their personal, social and emotional development. They
settle very quickly because of the way adults tailor support to help each child to adjust to the
nursery. Small-group work, for example ‘What’s in the box’ activities where children learn to
manage their feelings and control their behaviour, take turns and listen to each other, helps
social skills to develop quickly. Staff, through their own positive relationships and kindness,
model ways to show children how to respect others.
- Children learn to communicate extremely well because there are so many real experiences for
them to talk about. Those new to learning English make exceptional progress because they learn
new vocabulary through enriched activities which mirror daily life. For example, adults skilfully
develop children’s language through cooking activities or joining in children’s play in well-
equipped role play areas, such as the playhouse or ‘ice cream shop’.
- Disabled children and those with special educational needs also make excellent progress because
adults pay close attention to their strengths and interests and use these to help these children
develop in other areas. Those children who are known to be eligible for free school meals also
make exceptional progress and the very large majority achieve the standards expected of this
age by the time they leave.
- Children progress extremely well in developing their early literacy skills because staff know them
as individuals and match experiences to their needs. Children learn to love stories and books and
are gaining an early understanding of sounds and letters through songs and rhymes and noticing
adults writing the letters that sounds make.
- Children are encouraged to enjoy making marks and writing in many situations during indoor
and outdoor play. These activities appeal to boys as much as girls, for example when being
‘builders’ in the construction area, both boys and girls eagerly record their findings on clipboards.
- Children learn to count very effectively. They regularly gather together in small groups when
adults match activities to each group’s particular needs. Children also use and apply early
numeracy skills all the time such as when counting spoonfuls to make their soft modelling dough
or recognising numbers on birthday cards
- Physical development improves rapidly. When playing and working inside and out, children
benefit from a very well-resourced, attractive and safe environment. Children love being outside
and ride wheeled vehicles with confidence and challenge themselves to use climbing equipment
in their large exciting outdoor area.
- Great strides are made in children’s creative development through imaginative role play and
creating pictures and models with different materials. Their understanding of the world develops
extremely well through local walks, visits to shops, the post office and cafes as well as farms and
museums further afield. Children greatly enjoy using computers to help them learn.
|The quality of teaching||is outstanding|
- Staff’s relationships with children are excellent. They communicate with the children in a
naturally supportive way and there are high levels of respect and understanding. Staff manage
children’s behaviour in positive ways which ensures there is a very happy and calm atmosphere.
Staff are exceptionally skilled at helping reluctant children to turn into lively communicators.
- All staff are extremely knowledgeable about the most effective ways that children of this age
learn and provide exciting activities that encourage learning. They are skilled at turning every
opportunity into a learning activity from the moment the children arrive so that children can
make the most of every day.
- Adults are very good indeed at stimulating imaginative play and also at extending
communication skills and thinking. For example, when playing in the home corner children’s
learning was greatly extended when a member of staff helped the children to suggest ideas and
follow their own lines of enquiry as they created ‘a party day.’
- Careful planning ensures there is a perfect balance between adult-led and child-selected
activities and that staff offer the right level of challenge. Whenever possible, learning is linked to
real-life situations. Adults skilfully adjust the methods they use to capture the children’s interests
to ensure they make rapid progress.
- Individual and group sessions for disabled children, for those with special educational needs or
those who have English as an additional language are also of an exceptionally high quality.
Staff’s skills and approach are based on specialist knowledge and advice. This addresses
children’s specific speech and communication skills and enables them to make rapid progress in
their language development and adjust to nursery routines
- Settings for play contexts are extremely well designed so they stimulate both girls’ and boys’
curiosity. Adults usually join in or give help at exactly the right moment to further children’s
learning. However, during water play when children use the exciting pulley system for lifting
small buckets of water or use construction kits, adults do not always enable the children to
explore and talk about how simple moving parts work or introduce new vocabulary.
|The behaviour and safety of pupils||are outstanding|
- Children settle quickly into nursery life because staff work closely with families to ease
separation at the start of sessions. This, along with opportunities for parents and carers to spend
time with their children at the start of morning and afternoon sessions, ensures children feel safe
- Relationships between adults and children are excellent so that children thrive in the safe, secure
and stimulating atmosphere. Adults give sensitive support so that children are willing to try
unfamiliar activities and develop new interests.
- Staff are very respectful of the wide range of cultural heritages and experiences in the
community they serve. They carefully draw on this diversity to very strongly promote children’s
spiritual, moral, social and cultural development.
- Children love being in the nursery and show impressive levels of confidence and independence
when choosing their own activities. They learn to persevere because staff encourage them to
follow an interest and motivate them to stick at it through positive comments, prompts on how
to succeed and by playing alongside them.
- Staff manage children’s behaviour extremely well and those who find managing their own
behaviour more challenging show great improvements because of the excellent support that
- Children flourish during lunch times because staff ensure these are enjoyable, relaxed social
occasions where good manners and conversation are encouraged.
- The overwhelming majority of parents and carers are extremely pleased with how their children
have settled, are kept safe and the way in which staff manage children’s behaviour. Some say
that they successfully use the same approaches at home. No evidence of bullying or racist
incidents was seen during the inspection and school records show that none has needed to be
- The breakfast club and after-school care provide a happy and safe start and end to the school
|The leadership and management||are outstanding|
- The headteacher’s exemplary leadership is underpinned by her extensive and detailed
knowledge of her school. The deputy headteacher provides excellent support and senior leaders
work closely together, sharing their expertise. Leaders and staff have clear roles and
responsibilities which they carry out extremely well.
- All policies and actions are driven by the interests of the child and all staff and governors share
these principles. The nursery is extremely well organised and each session is meticulously
planned so that never a second is lost.
- The quality of self-evaluation is excellent and ensures that specific priorities for improvement,
such as the enhancement of outdoor learning opportunities, accelerate children’s physical, social
and language development. The nursery has made good improvements since the previous
inspection, including in strengthening assessment and self-evaluation systems and this shows
the nursery has a good capacity to continue to develop.
- The performance of teachers and other staff is very well managed and staff respond very
positively to opportunities to further develop their skills. The headteacher uses information from
observations of teaching to make sure that teachers’ pay is linked to their quality of teaching
and contributions to improvements in children’s achievement.
- Children from a range of backgrounds and cultures learn and develop in this extremely
harmonious community. All children, regardless of ability, background, needs or race are valued
as unique individuals. There is no place for discrimination at Clyde and all children have access
to the activities offered.
- The local authority provides good support and has a clear knowledge of the school. It has had a
particularly good impact in helping to promote the excellent links with other nurseries and feeder
- An outstanding feature is the nursery’s seamless approach to education through its very close
links with the on-site children’s centre and early years nursery. These fully support children and
their families who have any problems in learning. For example, many parents and carers who do
not speak English benefit from English language courses held at the centre and some parents
and carers remarked how the school had helped them through difficulties.
The governance of the school:
Governance is very effective. Members of the governing body bring a broad range of expertise
to benefit the school. They are extremely supportive and challenge the school to ensure that
teaching and children’s achievements continue to improve. They understand data and know
how well different groups are progressing. Governors are well trained, make frequent visits to
the school, ask searching questions and make sure spending decisions have a positive impact
on children’s progress. They are up to date with recent requirements for ensuring that pay is
linked to staff performance. Governors ensure that all safeguarding requirements are fully
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||100667|
|Local authority||The London Borough of Lewisham|
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||95|
|Appropriate authority||The governing body|
|Date of previous school inspection||9 February 2011|
|Telephone number||020 86923653|
|Fax number||020 86928978|
Any complaints about the inspection or the report should be made following the procedures set out in the
guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website:
www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300
123 4234, or email