Newtown Nursery School
phone: 01282 864411
headteacher: Miss S Williams
50 boys 53%
45 girls 47%
Last updated: June 20, 2014
Nursery — LA Nursery School
- Education phase
- Establishment type
- LA Nursery School
- Establishment #
- OSGB coordinates
- Easting: 389362, Northing: 439978
- GPS coordinates
- Latitude: 53.856, Longitude: -2.1632
- Accepting pupils
- 3—5 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Nov. 20, 2012
- Region › Const. › Ward
- North West › Pendle › Waterside
- Urban > 10k - less sparse
- 0.2 miles Park Primary School BB80QJ (322 pupils)
- 0.2 miles West Street Community Primary School BB80HW (151 pupils)
- 0.6 miles Colne Lord Street School BB89AR (296 pupils)
- 0.6 miles Colne Park High School BB87DP (960 pupils)
- 0.8 miles Sacred Heart Roman Catholic Primary School, Colne BB87JR (206 pupils)
- 0.8 miles Sacred Heart RC Infant School BB87JR
- 0.9 miles Colne Christ Church Church of England Voluntary Aided Primary School BB87AA (184 pupils)
- 1.1 mile Colne Primet Primary School BB88JE (164 pupils)
- 1.1 mile Foulridge Saint Michael and All Angels CofE Voluntary Aided Primary School BB87NN (199 pupils)
- 1.1 mile Colne Primet High School BB88JF
- 1.1 mile Colne Primet Academy BB88JF (412 pupils)
- 1.2 mile Trawden Forest Primary School BB88RN (177 pupils)
- 1.2 mile St John Fisher and Thomas More Roman Catholic High School, Colne BB88JT (734 pupils)
- 1.3 mile Colne Gibfield School BB88JT
- 1.3 mile Pendle View Primary School BB88JT (77 pupils)
- 1.4 mile Walton Lane Nursery School BB98BP (100 pupils)
- 1.4 mile Hendon Brook School BB98BP (3 pupils)
- 1.5 mile Nelson Castercliff Community Primary School BB98JJ (300 pupils)
- 1.5 mile Nelson Townhouse School BB98DG
- 1.5 mile Hendon Brook School BB98DG
- 1.5 mile Pendle Community High School & College BB98LF (123 pupils)
- 1.6 mile Nelson Walton High School BB98JG
- 1.6 mile Pendle Vale College BB98LF (1025 pupils)
- 1.8 mile Laneshaw Bridge Primary BB87JE (212 pupils)
Newtown Nursery School
Newtown Street, Colne, Lancashire, BB8 0JF
|Inspection dates||20 November 2012|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Children achieve well and make good |
The school has a regular programme of
Children cooperate well with teachers and
All staff work closely together to provide a
progress in all areas of learning.
checking the quality of teaching and this has
contributed to improving teaching so that it is
good. As a result most children leave well
equipped to join Reception classes in other
teaching assistants who support their social
and emotional skills well.
curriculum that meets children’s interests and
learning needs. Exciting activities are well
chosen and children have many opportunities
to explore the world around them.
| The headteacher’s good leadership has |
The school makes very good use of the
Children enjoy learning and consequently
helped the school improve. She is well
supported by the senior teacher and the
governing body and together they have
tackled all the areas needing improving that
were identified at the previous inspection.
classroom and the outdoor areas. Children
thoroughly enjoy being outdoors where they
can run around in the ‘park’, use ropes to
scramble up the steep slope or travel on
bikes before parking them in the numbered
they behave well. They settle into activities
quickly and concentrate well on what they are
| Children do not have enough opportunities to |
Adults’ questioning of children is not always
practice letters and sounds during small
sharp enough to help improve their learning.
| Some children are not in school often enough |
to ensure that they are well prepared for
moving on to the Reception year in a
Information about this inspection
- The inspectors observed three teachers as well as five teaching assistants and visited six
- Discussions were held with the headteacher, all teachers, the special educational needs
coordinator, children and parents, members of the governing body and a representative of the
- The inspectors observed children’s work, shared their favourite books with them and talked
with children about their different activities.
- A range of the school’s documentation was examined, including the school’s analysis of how
well it is doing, documents relating to monitoring and evaluation, systems for tracking pupils’
progress, documents regarding the safeguarding of pupils and key policies.
- Inspectors analysed questionnaires completed by staff.
- Inspectors took account of the 10 responses of the online questionnaire (Parent View), the
school’s most recent questionnaires for parents and eight staff questionnaires.
|Sue Sharkey, Lead inspector||Additional Inspector|
|Carol Machell||Additional Inspector|
Information about this school
- Newtown Nursery School is an average-sized nursery school.
- The school provides a choice of morning or afternoon sessions with the possibility of whole day
care. Most children are part time and are admitted to the nursery following their third birthday.
- The school offers breakfast, lunch and after-school clubs.
- The vast majority of children are from White British heritage.
- No children are currently supported through school action. A few children are supported at
school action plus but none have a statement of special educational needs.
- The school shares the site with an Early Years Centre for children from three months to three
years. This is inspected separately and a report is available on the Ofsted website.
- The headteacher joined the school in April 2011 and the senior teacher in September 2012.
- The school holds the Investors in People Award.
What does the school need to do to improve further?
- Improve the quality of teaching to outstanding in order to improve children’s progress further,
making sure that planning provides more opportunities for children to practise letters and
sounds during lessons
ensuring that the questioning of children by teachers and teaching assistants during
lessons is of a consistently high quality to extend their learning.
- Encourage regular attendance by the few children from families who consistently fail to make
sure that their children attend and benefit from nursery provision, so that they are well
prepared for their next school.
|The achievement of pupils||is good|
- Children enjoy the nursery and are enthusiastic about all the activities. For example they
thoroughly enjoyed hunting through the ‘park’ searching for numbered bears making sure that
they found them in the right order, while others were dressed ready to respond to a ‘fire alert’.
- When children start the nursery their skills and knowledge are broadly in line with what is
expected for children of this age but this can vary from year to year. Skills in numbers,
calculations, speaking and listening, and their personal, social and emotional development can
- Children achieve well and by the time they move to their Reception classes they have made
good progress. Staff provide support for the few children who are disabled and those with
special educational needs as well as a few from minority ethnic groups to make sure that they
also make good progress.
- Children settle quickly into routines. They are happy and show pleasure in being with their
friends as well as the staff. Relationships between staff and children are good and staff
manage behaviour skilfully so that children play cooperatively with each other.
- Nursery staff are constantly talking with children to develop their skills in speaking and
listening. They question children about what they are finding and what they need to do next
but these questions are not consistently of a high quality across all staff to extend children’s
learning and help them to explore new words.
- Good opportunities are given to help children to stick at tasks and to develop their
independence. For example adults don’t rush to help children put on outdoor clothing if the
weather is wet and they can see that children are managing on their own.
- Staff are constantly giving support to help develop children’s self-respect and social skills
helping them to grow in confidence. They plan opportunities for children to work alone as well
as in small and larger groups so that children become confident in speaking in groups as well
as becoming sensitive to the needs of others.
- Children regularly make use of the attractive book corner. They handle books with care and
thoroughly enjoy listening to stories. They remember stories well, quickly telling the adult
reader what happens next. They already have favourite stories which they share with friends
and adults indicating that they are keen and eager to learn to read. They are able to join in
with familiar words and think about what happens next. Many children are ready to count
numbers in books and most are keen to talk about the characters.
|The quality of teaching||is good|
- Good teaching, well organised indoor and outdoor learning environments and a varied range of
activities help children to learn well. Adults demonstrate a secure understanding of how young
children learn. Children are enthused and become absorbed in what they are doing. For
example, a small group of boys were exploring the sensory ‘tent’ wearing high visibility jackets
and carrying torches. The noises they made showed they enjoyed seeing how bright some
colours were in the dark when there was light shining. Afterwards staff talked with the children
about what they had seen and how they had felt.
- Staff ensure that sessions are well organised, effectively planned and well resourced. There is a
good balance of activities that children organise themselves and those led by adults. However
there are not enough opportunities for children to learn letters and sounds to help them with
reading and writing.
- Children have plenty of opportunity to ‘learn by doing’ as well as finding out new things. They
are very good at using recycled material, for example boxes were carefully chosen by two
children who designed and made a bus and an aeroplane. They made sure that the tape used
to stick the boxes was cut carefully and stuck down firmly. The management of both indoors
and outdoors is good and provides children with easy access to a wide range of equipment
which they handle and use safely.
- Adults discuss and make detailed notes of how well different activities have gone and the
learning that children have made. This information helps teachers and teaching assistants to
check how well children are doing and to help to plan future activities.
- Teachers make sure that children know daily routines and what these are for. This helps them
feel secure and behave well. As a result, children enjoy their time in school and they learn
effectively contributing successfully to their spiritual, moral, social and cultural development.
|The behaviour and safety of pupils||are good|
- Children make a good contribution to the life of the nursery and willingly help by taking on
responsibilities for tidying up and putting things away. As a result they show an increasing level
of confidence and independence so that they are ready to try out new activities, talk about
their ideas and choose their own resources.
- Children’s behaviour is good in the classroom and outdoors. They are polite to each other,
confident to speak out in a group and sit quietly when needed.
- The school has no record of bullying. Staff talk with children regularly about the importance of
other peoples’ feelings and the children are aware of what the school expects from each of
them. They know the importance of sharing and taking turns as well the fact that it is alright to
- Adults give sensitive support so that children are willing to participate and try out new
situations and experience unfamiliar activities. As a result they move confidently in different
situations, particularly outdoors, aware of the importance to keep themselves and others safe.
- Attendance is average. There are a small number of families whose children do not attend
school regularly, despite the nursery encouraging them to do so and this interrupts their
|The leadership and management||are good|
- Leaders know the school well and, since the previous inspection, the school has improved.
Since joining the school the headteacher has worked closely with the local authority. Effective
support has been provided during this leadership change enabling improvements to leadership
and management as well as teaching.
- Although recently appointed, the senior teacher has already made a positive difference to the
curriculum and the way staff plan for their groups. The school recognises the importance of
this to make sure that all children’s needs and interests are well met.
- Staff and governors ensure that equal opportunities are promoted well. Information on
children’s progress is used effectively to check how well all children are doing and to make sure
that all groups of children are making good progress.
- The school is extremely successful in the way it works with parents. The breakfast, lunch and
after-school clubs are valued by parents and enjoyed by children.
- Leaders work closely with the Early Years Centre to support the needs of families and this
helps enormously for those children who transfer to the nursery when they are three.
- Professional development is effective and is linked to staff performance management. Changes
have been made to the way teachers work with teaching assistants. Teachers now have
responsibilities for managing the classroom, the curriculum and the staff rather than working
alongside teaching assistants in the classroom. These changes are still developing.
- The school has reviewed the curriculum so that it is flexible and allows for children’s interests.
It supports children’s personal and social development well. Activities hold children’s attention
and encourage them to learn successfully, including those that particularly encourage early
reading, number and calculation skills. They excite children and expand their imagination
promoting their spiritual, moral, social and cultural development effectively.
- The governance of the school:
The governing body gives good support to all aspects of the nursery’s work. Its role has
developed since the previous inspection. Governors are now actively involved in checking
the quality of teaching and children’s learning. The governing body are well informed
through close links with the headteacher and leaders. Members are involved in checking
that the nursery is a safe place for children to learn and play and that all requirements for
safeguarding are met.
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||119090|
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||83|
|Appropriate authority||The governing body|
|Date of previous school inspection||22 November 2010|
|Telephone number||01282 864411|
|Fax number||01282 864433|