School etc

Newtown Nursery School

Newtown Nursery School
Newtown Street

phone: 01282 864411

headteacher: Miss S Williams

school holidays: via Lancashire council

95 pupils aged 2—3y mixed gender

50 boys 53%

≤ 283y42

45 girls 47%

≤ 2123y33

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

rooms to rent in Colne

Schools nearby

  1. 0.2 miles Park Primary School BB80QJ (322 pupils)
  2. 0.2 miles West Street Community Primary School BB80HW (151 pupils)
  3. 0.6 miles Colne Lord Street School BB89AR (296 pupils)
  4. 0.6 miles Colne Park High School BB87DP (960 pupils)
  5. 0.8 miles Sacred Heart Roman Catholic Primary School, Colne BB87JR (206 pupils)
  6. 0.8 miles Sacred Heart RC Infant School BB87JR
  7. 0.9 miles Colne Christ Church Church of England Voluntary Aided Primary School BB87AA (184 pupils)
  8. 1.1 mile Colne Primet Primary School BB88JE (164 pupils)
  9. 1.1 mile Foulridge Saint Michael and All Angels CofE Voluntary Aided Primary School BB87NN (199 pupils)
  10. 1.1 mile Colne Primet High School BB88JF
  11. 1.1 mile Colne Primet Academy BB88JF (412 pupils)
  12. 1.2 mile Trawden Forest Primary School BB88RN (177 pupils)
  13. 1.2 mile St John Fisher and Thomas More Roman Catholic High School, Colne BB88JT (734 pupils)
  14. 1.3 mile Colne Gibfield School BB88JT
  15. 1.3 mile Pendle View Primary School BB88JT (77 pupils)
  16. 1.4 mile Walton Lane Nursery School BB98BP (100 pupils)
  17. 1.4 mile Hendon Brook School BB98BP (3 pupils)
  18. 1.5 mile Nelson Castercliff Community Primary School BB98JJ (300 pupils)
  19. 1.5 mile Nelson Townhouse School BB98DG
  20. 1.5 mile Hendon Brook School BB98DG
  21. 1.5 mile Pendle Community High School & College BB98LF (123 pupils)
  22. 1.6 mile Nelson Walton High School BB98JG
  23. 1.6 mile Pendle Vale College BB98LF (1025 pupils)
  24. 1.8 mile Laneshaw Bridge Primary BB87JE (212 pupils)

List of schools in Colne

School report

Newtown Nursery School

Newtown Street, Colne, Lancashire, BB8 0JF

Inspection dates 20 November 2012
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 3
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
group sessions.
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
different school.

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
    local authority.
  • 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.

Inspection team

Sue Sharkey, Lead inspector Additional Inspector
Carol Machell Additional Inspector

Full report

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.

Inspection judgements

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
    be lower.
  • 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
    be different.
  • 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
    children’s learning.
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 Judgement Description
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.

School details

Unique reference number 119090
Local authority Lancashire
Inspection number 405829

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

Type of school Nursery
School category Community
Age range of pupils 3–4
Gender of pupils Mixed
Number of pupils on the school roll 83
Appropriate authority The governing body
Chair Angela Denton
Headteacher Lyn Rider
Date of previous school inspection 22 November 2010
Telephone number 01282 864411
Fax number 01282 864433
Email address reveal email: h…


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