Rosemary Lane Nursery School
phone: 0191 5271168
headteacher: Mrs G Parker
35 boys 45%
45 girls 57%
Last updated: June 19, 2014
Nursery — LA Nursery School
- Education phase
- Establishment type
- LA Nursery School
- Establishment #
- OSGB coordinates
- Easting: 441574, Northing: 543560
- GPS coordinates
- Latitude: 54.785, Longitude: -1.3551
- Accepting pupils
- 3—5 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Dec. 10, 2013
- Region › Const. › Ward
- North East › Easington › Easington
- Town and Fringe - less sparse
- Investor in People
- Committed IiP Status
- 0.1 miles Glendene School SR83LP
- 0.1 miles Glendene Arts Academy SR83LP (190 pupils)
- 0.2 miles Easington CofE Primary School SR83BP (118 pupils)
- 0.3 miles Easington Community Science College SR83AY
- 0.3 miles Easington Academy SR83AY (737 pupils)
- 0.6 miles Easington Colliery Primary School SR83DJ (441 pupils)
- 1.1 mile Easington Colliery Junior School SR83PW
- 1.1 mile Easington Colliery Infant School SR83PW
- 1.3 mile Acre Rigg Junior School SR82DU
- 1.3 mile Acre Rigg Infant School SR82DU (281 pupils)
- 1.3 mile Acre Rigg Academy SR82DU (242 pupils)
- 1.5 mile Our Lady Star of the Sea Roman Catholic Voluntary Aided Primary SR84AB (100 pupils)
- 1.6 mile Eden Hall Junior School SR85DN
- 1.6 mile Eden Hall Infant School SR85DN
- 1.7 mile East Durham College SR82RN
- 1.7 mile Apollo Studio Academy SR82RN
- 1.8 mile Howletch Lane Primary School SR82NQ (444 pupils)
- 1.8 mile Seascape Primary School SR85NJ (290 pupils)
- 1.9 mile East Durham Community College SR81NU
- 2 miles Shotton Primary School DH62JP (399 pupils)
- 2 miles North Blunts Primary School SR81DF
- 2 miles Our Lady of the Rosary Roman Catholic Voluntary Aided Primary SR81DE (324 pupils)
- 2 miles St Bede's Catholic Comprehensive School and Byron College SR81DE (851 pupils)
- 2.3 miles Shotton Hall Infants' School SR81NX
Rosemary Lane Nursery School
Rosemary Lane, Easington Village, Peterlee, County Durham, SR8 3BQ
|Inspection dates||10–11 December 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.
| Achievement is outstanding because children, |
Teaching is outstanding. All staff have
Teachers are highly skilled in finding
Children’s behaviour is excellent. This is
The school’s outstanding performance is
including those who have special educational
needs, are exceptionally well supported to
make excellent progress in all areas of their
exceptional understanding of how young
children learn. They use this highly effectively
to support children to develop as confident
imaginative approaches to stimulate and
build on children’s interests and extend their
experiences of the world around them. They
value children’s own ideas and harness them
very effectively to develop children’s creative
and critical thinking skills.
because teachers provide so many interesting
and exciting activities and resources that
children very much want to join in and learn
as much as they can. They treat one another
and the adults in the school exceptionally
further strengthened by its success in
involving parents in their children’s learning
and maintaining high levels of home-to-
| Relationships within the school are very |
Leaders and managers, including members of
The curriculum is exceptionally rich and
The school has yet to fully exploit teachers’
Children moving on from Rosemary Lane are
strong. Small group sessions with a key
person at the beginning and end of each
session mean that the nursery feels like an
extended family. In this warm and nurturing
environment children feel very safe and
move into the whole-class activities eager to
play and explore together.
the governing body, provide outstanding
leadership resulting in children’s exceptional
achievement. The school’s procedures for
checking on how well children are doing are
very rigorous and no stone is ever left
unturned which might improve things even
varied and supports children in developing
their creative and critical thinking skills across
all areas of learning.
excellent skills and the available resources in
place to support children’s development of
exceptionally well prepared for the next
stage in their education because they receive
the very best of starts on their learning
Information about this inspection
- The inspector observed eight sessions or parts of sessions, two of which were joint observations with
the acting headteacher. In addition, the inspector made a number of short visits to small group
- Discussions were held with five members of the governing body, one local authority representative
and school staff. The inspector took into account 11 responses to the on-line questionnaire (Parent
View) and eight responses to the staff survey. Additionally, the inspector spoke informally to some
parents at the beginning of the school day.
- A range of documents were looked at, including the school’s data on children’s progress, planning and
monitoring documentation, records relating to behaviour and attendance, and documents relating to
|Janette Corlett, Lead inspector||Additional Inspector|
Information about this school
- This is a smaller than average sized nursery school. Most children are of White British heritage
and no children are at an early stage of acquiring English.
- An above average proportion of children have special educational needs and are supported at
Early Years Action or Early Years Action Plus. The proportion of children with a statement of
special educational needs is below average.
- Children attend the school for up to five terms following their third birthday and prior to
beginning the Reception class in different schools. The school operates a flexible offer for 15
hours weekly provision including single morning and afternoon sessions and a combination of
both. Some children attend for additional, paid sessions.
- Because of the long-term absence of the headteacher, the school is currently led by the
What does the school need to do to improve further?
- The school has already identified areas for improvement and is currently addressing these
very effectively. It would benefit from considering how teachers’ excellent skills in extending
children’s learning through play and exploration could be built on even further so as to
provide even more opportunities for children to develop their number skills.
|The achievement of pupils||is outstanding|
- Children join the nursery with knowledge and skills that are below those typical for their age and
sometimes well below, particularly in relation to their language and communication skills. Rapid
progress leads to almost all children leaving the nursery with skills expected for their age and a
significant minority exceed these expectations.
- Children are all very well prepared for entry to their next school because they have gained high
levels of confidence and independence as learners and have already developed good
communication, early literacy and numeracy skills. All groups of children make exceptional
progress because staff provide a stimulating range of activities and are highly skilled at building
on children’s interests and previous learning. One parent typically commented that ‘there is a
little surprise in nursery every day – there is always something new’.
- Children with special educational needs make excellent progress. They receive exactly the right
level of support that they need to thrive and learn as much as they can in the nursery’s warm
and caring environment.
- The learning of the most able children is extended because teachers take every opportunity to
help them develop their thinking through using skilled questioning and providing increased levels
of challenge in the tasks and activities they organise each day.
- Children’s personal and social development is exceptional because of the high quality, sensitive
support that they receive. They develop the social skills to work well together, to understand
their own feelings and to deepen their understanding of how other people might be feeling.
Children are constantly encouraged to persevere with tasks and to make decisions for
- Children’s language and communication skills develop rapidly because teachers listen to their
chatter and grasp every opportunity to build on this and extend their speaking skills. Teachers
join in with role play exceptionally well and share stories, rhymes and songs frequently in each
session. This further supports children in beginning to understand the relationship between
letters and sounds as they begin to recognise simple words and take the first steps to becoming
- Children’s physical development is excellent because of all the opportunities they have to play
outdoors where they can run about and practise balancing on the climbing equipment. A
structure for rolling balls down a series of slopes helps them develop their moving and handling
skills. Short structured games which adults organise and participation in music and dancing
sessions provide a further stimulus towards being physically active and healthy.
- Children begin their journey as writers through the many stimulating opportunities for mark
making both indoors and outdoors. There is always an exciting range of materials including the
usual paints, pens, pencils and paper but extending to writing with, for example, mud, sticks and
crushed berries in the outdoor area.
- Children’s mathematical skills develop rapidly because teachers skilfully identify opportunities for
counting and identifying shapes in children’s explorative play. For example, wrapping up
presents to post in the Christmas Post Office area engaged children in exploring the shape of the
parcels, weighing them and discussing the cost of stamps. The school is currently working hard
to extend these opportunities even further.
|The quality of teaching||is outstanding|
- Teachers use their observations of children’s learning exceptionally well to support individual
children. They have very high expectations of what each child can achieve and constantly
encourage children to develop their own ideas.
- All teachers understand how children of this age learn and develop. They provide very
stimulating activities carefully matched to children’s different needs. At the same time they use
the children’s own interests to plan for activities which are appealing and build on children’s own
experiences at home as well as in nursery.
- Teachers promote children’s spiritual, moral, social and cultural development extremely well. As
a result, children develop a sense of wonder in the world around them. For instance, they
showed huge care and respect for small creatures by building a shelter for a hibernating
hedgehog that had woken up too early and could not find his way back home. Children
whispered to one another whilst selecting the materials to use so as not to startle the hedgehog.
- Teachers have excellent questioning skills and use these to extend conversations and help
children develop their ideas. They value contributions from children and this builds trust, respect
- Throughout the day, teachers actively encourage children to solve problems for themselves.
Teachers are experts in knowing when to intervene to help and when there is more to gain by
letting children have a go and learn from their experience. Teachers are very skilled when
joining in children’s play and extending learning. This was evident when a group of children
wanted to write letters to Santa. The teacher modelled writing a letter along with the children
and then used a world map to help them find the North Pole and describe what it might be like
to live there.
|The behaviour and safety of pupils||are outstanding|
- Children’s behaviour is outstanding because they are always fully involved in actively playing and
exploring together. They really enjoy coming to nursery and they attend regularly. Parents
typically comment that there is never any difficulty in persuading children to come to school –
rather it is sometimes difficult to take them home because they really want to stay and play with
- Arrangements for children to settle in to nursery are excellent. Parents are encouraged to stay
with children at the start of each session and this makes children feel very safe and secure.
- During the course of the inspection there was no evidence of any bullying or racist incidents and
the school’s records confirm that there are none. Children are too busy playing and learning to
do anything other than fall out occasionally and teachers always swiftly sort this out in a calm
and friendly manner so that there is never any disruption to learning.
- The school gives exceptional support for children to learn how to keep themselves safe without
being unduly fearful. For example, children have recently been involved in a Beach School
project. While having lots of fun exploring the beach, they learned about how to keep
themselves safe from the dangers of fire when helping to build a small fire and then enjoying
roasting marshmallows over it.
- There is a calm and purposeful atmosphere at all times in the nursery and this is because of the
excellent relationships and the vibrant learning environment. Children are confident there is
always someone to help them if they need it. Their parents really appreciate this and the
outstanding level of care for each and every child.
- Children know the nursery routines very well. For example, they put on their coats and boots to
go into the outside area in wet weather.
- Children treat one another with great kindness and are very well mannered because teachers
model good manners and constantly praise thoughtful behaviour. This was seen particularly at
snack time when children gathered in small groups with their teacher to share a drink and
something healthy to eat. They passed food around very sensibly after carefully washing their
hands and ‘please’ and ‘thank you’ needed only a very little prompting from the teacher.
|The leadership and management||are outstanding|
- The school has been outstanding in all previous inspections and continues to go from strength to
strength under the inspirational direction of the headteacher and other school leaders. This is a
school where no-one is ever satisfied that everything is perfect and all staff constantly strive to
be even better.
- The headteacher shares her expertise extremely well and has an excellent impact on staff
training and development. She has built a highly effective and cohesive team.
- The leadership of teaching is outstanding. Senior leaders keep a very close check on the
effectiveness of the nursery each and every day and continually challenge themselves to do
better. Other staff are equally motivated to build on and improve their skills and benefit from
appropriate professional development and training linked to the school’s thorough procedures to
manage their performance.
- The curriculum is also outstanding because it is rich and varied, exceptionally well planned to
meet the needs of all children in all the areas of learning and flexible enough to respond to
children’s individual interests and experiences.
- The headteacher uses information from checks on teaching to ensure that teachers’ pay is linked
to the quality of teaching and contributes to improvements in children’s achievement.
- Partnerships are very strong and enable parents to be very successfully engaged in their
children’s development. Teachers share children’s work through their ‘learning journeys’ that
provide an exceptionally detailed and personalised record for parents to see how children are
doing. Parents are also encouraged to contribute their own examples of children’s learning at
- Given the school’s long track record of success, the local authority provides a ‘light-touch’ level
of support to the school. The educational development partner effectively supports the school in
continuing to gain an accurate view of its performance. Staff benefit from training and
development sessions that are organised through the local authority.
- At the heart of the school’s success is the staff’s ability to ensure that every child has an equal
chance to shine and succeed. The backgrounds and different abilities of the children are always
respected and valued.
- The governance of the school:
Members of the governing body are actively engaged in the school. Governors bring a broad
range of expertise and provide strong support and challenge. They regularly check on the
progress of individual children, particularly those who have special educational needs, fully
understanding the needs of young learners for a safe and nurturing environment where
teaching is of the highest quality. Governors ensure that the nursery provides excellent value
for money, for example, by providing two free sessions per week for children in the term
before they enter the nursery so that they become familiar with the routines and swiftly settle.
Governors are involved in deciding whether teachers and staff should be awarded pay
increases. They ensure that all safeguarding requirements are fully met and that safeguarding
has a very high profile throughout the nursery.
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||113989|
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||60|
|Appropriate authority||The governing body|
|Date of previous school inspection||5 October 2010|
|Telephone number||0191 527 1168|
|Fax number||0191 527 1168|