Title: (ETI eps) Creator: Adobe Illustrator(r) Preview: This EPS picture was not saved with a preview included in it Comment: This EPS picture will print to a PostScript printer, but not to other types of printers Providing Inspection Services for Department of Education Department for Employment and Learning Department of Culture, Arts and Leisure Education and Training Inspectorate Report of a General Inspection Lowwood Primary School Belfast Inspected: March 2002 CONTENTS Section Page STATISTICAL INFORMATION INTRODUCTION SUMMARY OF MAIN FINDINGS ETHOS THE QUALITY OF TEACHING AND LEARNING AREAS OF STUDY MANAGEMENT ARRANGEMENTS 7 CONCLUSION LOWWOOD PRIMARY SCHOOL NURSERY UNIT 10 APPENDIX 13 BASIC INFORMATION SHEET (BIS) - PRIMARY SCHOOLS A i School: Lowwood Primary Belfast iii Date of Inspection: W/B 11/03/02 ii School Reference Number: 101-6537 iv Nature of Inspection: General B School Year Year Intake Enrolments Primary Reception Nursery Class/Classes Special Unit 1997/98 34 1998/99 23 1999/00 19 2000/01 31 2001/02 20 218 49 211 50 185 52 177 52 171 51 The enrolment for the current year is the figure on the day of notification of inspection For previous years it is the figure in the annual return to the Department of Education The calculations at C and D should be based on the total of the primary and reception enrolments only C Average Attendance for the Previous School Year (expressed as a percentage): 92.4% Primary & Reception D i Number of Teachers (including the principal and part-time teachers): (Full-time equivalent = 25 teaching hours) ii PTR (Pupil/Teacher Ratio): 19 iii Average Class Size: 21.4 iv Class Size (Range): 18-26 v Ancillary Support: Number of Hours Per Week: i ii iii Nursery Unit Special Unit - NI PTR: 19.9 Clerical support: Official Making A Good Start Support: Making A Good Start funding additional hours and other classroom assistant support: 30 20 15 vi Number of pupils with statements of special educational needs: vii Number of children who are not of statutory school age: viii Percentage of children entitled to free school meals: 57% INTRODUCTION 1.1 Lowwood Primary School is situated near to the Shore Road in North Belfast The vast majority of the children come from the areas of public and private housing surrounding the school; the area is subject to considerable civil unrest The families of many of the children experience economic disadvantage; 57% of the children are entitled to free school meals There are two nursery classes which cater for 51 children The school buildings are to be replaced with a new school during the 2002/2003 school year 1.2 The arrangements for the inspection included the completion of questionnaires by the parents as well as meetings with governors, parents and children; members of the inspection team met with three members of the Board of Governors, five parents and groups of children from years and The governors expressed their appreciation of the work of the principal and teachers and spoke of the welcoming, family atmosphere within the school; they expressed their concern at the lack of provision for a library in the plans for the new school and the restrictions this lack of available space would place on the work with parents The vast majority of parents who completed the questionnaire were satisfied with the school and felt that their children were happy, settled and making progress; in the written comments, many parents praised the caring atmosphere of the school, the dedication of the principal and teachers, the number of courses provided for the parents and the quality of the teaching; the inspection confirms that these comments are well founded The issues raised by a few parents included the lack of information for parents about the school’s pastoral care/child protection arrangements and the limited number of after-school activities; these matters are dealt with in the body of the report SUMMARY OF MAIN FINDINGS 2.1 The principal and staff are committed to the children in their care; they promote a calm, purposeful atmosphere which develops effectively the children’s confidence and selfesteem A wide range of after-school activities and educational visits supports the children’s learning and stimulates their interest in a variety of topics and activities 2.2 The teachers know the children very well; they are well-prepared for lessons and use a wide range of teaching strategies which motivate the children, stimulate interest and maintain their attention During the inspection, the quality of teaching observed was of a very high standard; there were many examples of very good practice and on occasions the work was excellent 2.3 The children are very welcoming and courteous to visitors They are well-behaved, respond enthusiastically to their teachers and take pride in doing their best work; the standards achieved by them, in all areas of the curriculum, broadly reflect their ability 2.4 The school makes very good attempts to involve the parents in the life and work of the school As well as reporting to the parents on their children’s progress, the staff provide a wide range of courses to show parents how they might support their children in their learning Some innovative ideas such as the lending library for mathematical games and videos are helping the parents to understand better the curriculum 2.5 Despite the age of the buildings and the difficulties they present, the teachers make effective use of the children’s work to make the classrooms and corridors bright and interesting 2.6 The school provides a broad and balanced curriculum which provides interesting and stimulating experiences through all the areas of the curriculum 2.7 The children are systematically taught to read and have good opportunities to read for pleasure and to find information There are good opportunities for them to write in a wide variety of styles and forms, related appropriately to class themes and topics, their interests and experiences A particular feature of the school is the very good use of questioning and discussion to help the children understand the work, encourage them to explain what they are doing and to recount what they have learned 2.8 The children have a positive attitude to mathematics The teaching of number is given priority but the children have regular and frequent access to a broad mathematics curriculum 2.9 In science and technology the children are provided with many opportunities to develop their knowledge and understanding of science and to engage in relevant practical experimental work 2.10 The school has identified 30% of the children who require additional help with their learning The support provided for these children is well planned and meets effectively the identified needs of the children across the whole curriculum The sessions take place in a very supportive atmosphere which strongly promotes the children’s confidence and selfesteem 2.11 There is a strong sense of teamwork throughout the school The principal, coordinators and teachers evaluate effectively the work of the school, develop action plans based on their evaluation and work hard to provide good experiences for the children 2.12 The principal provides strong, effective leadership which engages the strengths and dedication of the staff 2.13 The provision in the nursery unit is well-tailored to the needs and age of the children The children are settled and engage in purposeful and productive play 2.14 The school has reviewed recently the policy and procedures for pastoral care and child protection; the procedures are now in line with Department of Education Circular 1999/10 It is appropriate that the school plans to inform parents of the new procedures in the near future 2.15 All the ancillary staff provide very good support for the children and the teachers; they are very much part of the school team The standards of caretaking are excellent 2.16 The quality of education provided in this school is good; the needs of the children are being well met ETHOS 3.1 The children are very welcoming and courteous to visitors; they take a pride in their school and are eager to explain what they are doing and to point out examples of their work in the displays The vast majority are well-behaved, respond very well to their teachers, cooperate well with one another and try hard to produce their best work In discussions with groups of children from years and 6, many reported that the school was a caring place and they spoke highly of the principal, their teachers and the ancillary staff 3.2 Throughout the school the principal and teachers have established a calm, purposeful family atmosphere They promote effectively the children’s confidence and self-esteem, respect and value the children and care for their welfare The children are provided with good opportunities to take responsibility through tasks in class or as monitors and helpers when they are in the senior school A wide range of after-school activities and educational visits supports the children’s learning and stimulates their interest in a variety of topics and activities 3.3 Very good attempts are made to involve parents in the life and work of the school Parents are welcomed into the school to discuss their children’s progress in formal and informal settings and many of the teachers make time at the beginning and end of the day to answer queries from parents or provide support on how they might help their child The school organises a wide variety of courses to provide the parents with the skills to help their children at home or to assist in the classrooms; the principal reports that these courses are well attended Some innovative ideas, such as a lending library for maths games and videos, are also helping parents to understand better the curriculum and how they might help their child The school has recently refurbished the attractive parents’ room which is well used for meetings with teachers and by parents’ groups 3.4 Despite the age of, and the difficulties posed by, the buildings, the teachers use effectively examples of the children’s work to make the classrooms and corridors of the school bright and interesting Attractive displays celebrate the children’s achievements, outline links with other schools and agencies and the contribution of visitors to the school THE QUALITY OF TEACHING AND LEARNING 4.1 The teachers plan conscientiously for lessons The planning outlines progression and continuity in the children’s experiences The teachers record their evaluations of the lessons and the children’s response to the activities In the best practice these evaluations are used well to influence the next stage of planning for the whole class as well as individual children identified as needing support The teachers are committed to providing a broad and balanced curriculum and the effective planning ensures that the children encounter a wide range of experiences through all the areas of the curriculum 4.2 The co-ordinators have produced detailed and comprehensive documentation to support teaching and learning in all of the areas of the curriculum In their annual action plans they have identified appropriate areas for development through which they hope to augment the existing documentation and develop a shared understanding about teaching approaches and progression 4.3 The teachers are hard-working, committed to the children and well prepared for lessons They know the needs of individual children very well and have realistically high expectations of what the children can achieve A good range of teaching strategies is used to motivate the children, stimulate interest and maintain their attention During the inspection the teaching observed was of a very high standard; there were many examples of very good practice and on occasions the work was excellent 4.4 The children settle quickly to the tasks, co-operate well in pairs and groups and are keen to contribute to class discussions; they take pride in presenting their work well The vast majority of children achieve standards which are commensurate with their ability; on a few occasions the more able children could be provided with more challenge 4.5 A priority in the school development plan for this school year is to review the policy and procedures for pastoral care and child protection; this work has been completed recently and the procedures are now in line with Department of Education Circular 1999/10 All the teachers and ancillary staff have received appropriate training and are aware of their duties and responsibilities; there are clear procedures in place for dealing with complaints and vetting helpers in the school It is appropriate that the school plans to inform parents of the new procedures in the near future 4.6 A comprehensive and well-devised policy for the teaching of structured play is being implemented in the classes in key stage (KS) The documentation outlines clear lines of progression in the use of equipment and many of the activities are related appropriately to class themes and topics Attractive play areas have been established outside the classrooms and the use of the additional equipment extends effectively the children’s experiences The staff work closely with the children during play to promote learning; they engage the children in discussion about the activities and what they are finding out; on many occasions, very good questioning is used to help the children extend their answers and provide a better explanation of what they are doing 4.7 The school’s ethos and aims are strongly supportive of, and underpin its approach to, Education for Mutual Understanding (EMU) A strong link has been established with the children and teachers of KS2 classes in a nearby maintained primary school, under the auspices of the Schools Community Relations Programme (SCRP); the children participate in a worthwhile programme of joint activities every year 4.8 The programme for health education has been reviewed comprehensively by the teachers Appropriate topics have been incorporated in the programme for personal and health education and in aspects of the work in Religious Education (RE) and science 4.9 The work in information and communications technology (ICT) is being developed systematically A useful draft policy for ICT has been produced by the co-ordinator and a programme of staff training is nearing completion, following an audit of staff skills in this area All of the teachers now make extensive use of ICT to complete their six-weekly planners The children benefit from their regular access to the present stock of ICT equipment and make good use of ICT to word-process their work in several areas of the curriculum New software is being evaluated and incorporated progressively into lessons AREAS OF STUDY 5.1 CREATIVE AND EXPRESSIVE 5.1.1 In art and design at KS1 the children’s paintings are vivid and imaginative and are related closely to class themes and topics as well as their own experiences As they progress through the school the children engage in a good range of creative and imaginative tasks; they observe and copy the styles and techniques of famous artists and have good opportunities to respond to use a range of materials and methods There is good progression in the understanding of colour, pattern, and texture in the art and design work in both key stages 5.1.2 Music lessons are conducted in a supportive environment in which the pupils are encouraged to participate fully in the activities The children contribute to their music lessons with enjoyment; there is a suitable balance amongst listening, singing and playing instruments Music is occasionally linked effectively to other subjects The school productions give the children further opportunities to sing and to develop their creative talents through drama The school has not, however, been able to gain peripatetic music support to allow children the chance to learn to play a range of musical instruments 5.1.3 The school is committed to providing a broadly-based programme for physical education (PE) The lessons are well structured and the children participate in the good range of activities with enthusiasm and enjoyment The children are good listeners and generally follow instructions well; they co-operate with their partners and are keen to demonstrate the various skills that they have acquired The teachers are supportive and encouraging of the efforts of all of the children; they often ask individuals to reflect on their progress and to comment on how performance can be improved Many children have the opportunity to develop their skills further through extra-curricular activities such as hockey and soccer 5.2 ENGLISH 5.2.1 In English, the development of the children’s skills in talking and listening is given a high priority The teachers use a very good range of questioning techniques and discussion periods to help the children formulate and express their ideas and recount what they are learning The children join in enthusiastically with well-reasoned contributions to class and group discussions and debates; they are considerate of others and listen attentively to the thoughts of their peers The teachers take appropriate time to allow the children to develop their ideas and understanding through discussion and questioning before progressing on to written work 5.2.2 In the early years, the children are taught to read systematically and develop a range of strategies to help them to read unfamiliar text As they progress through the school the children continue to develop their skills in reading through the use of commercial reading schemes These reading schemes are supplemented by class, individual, and, on occasions, group novels; this use of novels in a group setting could be developed further to allow the children to apply their reading skills and provide further opportunities for discussion The children talk enthusiastically about their favourite books and authors The well-planned sessions in the attractive school library and displays of books in classrooms, related to class themes and topics, allow the children to read for pleasure and find information The reading materials are used effectively to teach aspects of punctuation and grammar 5.2.3 The youngest children have good opportunities to experiment with writing through structured play activities and are able to progress at a steady pace as soon as their ability will allow As they progress through the school the children have good opportunities to write in a wide variety of styles and forms; much of the writing, throughout the school, is related appropriately to class themes and topics, and the children’s own interests and experiences The children have good opportunities to discuss their writing with the teacher and their peers to stimulate their imagination and help them to improve their work; they are very proud of their writing and are keen to read it to visitors Good use is made of visitors, such as a local poet, to broaden the children’s experiences and help them to be more imaginative in their work 5.2.4 The vast majority of children are attaining standards which are commensurate with their ability By year the vast majority can read and write with confidence, formulate their ideas through well-planned talking and listening sessions and can explain their work to others; a minority of the children, however, continue to need additional support 5.3 ENVIRONMENT AND SOCIETY 5.3.1 The teachers make good use of a range of relevant topics to provide interesting experiences for the children in both geography and history In the early years through structured play, observation, and discussion with teachers and visitors, the children become aware of seasonal changes in their environment and learn about people who help them As they progress through KS1 they study selected historical events and the experiences of the people who lived through them The children have many useful opportunities to work with plans and maps at a range of scales in both KS1 and KS2 The teachers ensure that map work is linked appropriately to studies of the local area and extends the children’s knowledge and experience of the neighbourhood In KS2 the work in history and geography, for example, that on Early Man, the Vikings, the Victorians and volcanoes, is well resourced and appropriately challenging These topics are exploited effectively to develop wider learning, including the investigative and presentational skills of the children, as well as stimulating interest in the particular topics The teachers are committed to practical work and the use of visits and visitors to enhance this area of study; they have identified, appropriately, the need to ensure clearer progression in aspects of the work 5.4 MATHEMATICS 5.4.1 The children have a positive attitude to mathematics; they work well in groups, cooperating freely during practical sessions While the teaching of number is given priority, the children have regular and frequent access to a broad mathematics curriculum By the end of KS2, the great majority of the children have a clear understanding of the principles of number operation, they can carry out calculations with accuracy and they have an appropriate understanding of shape and space and measurement The teachers adopt a good range of strategies to support the minority of children who are identified as having difficulty with their mathematical learning and who remain insecure in their basic skills Data handling is also given some priority, and the older children are able to construct and interpret statistical diagrams and graphs Although there is some use of ICT in mathematics lessons, in general this is an area which requires further development 5.4.2 Throughout KS1 there is a generally suitable emphasis on developing the children’s understanding of mathematics through practical activities and discussion In KS2, there are good examples, in most classes, of the promotion of the children’s understanding of concepts through the effective use of questioning which is also used well to promote their skills in mathematical reasoning A feature of the teaching of mathematics is the extent to which the children are given regular opportunities to develop their skills in mental operations; they clearly enjoy these sessions The approaches adopted in the teaching of mental maths develop effectively the children’s mathematical language and flexibility in their thinking Whilst the majority of the teachers are adept at providing the children with opportunities to apply their mathematical skills in other areas of the curriculum or in everyday life or local contexts, this approach is not consistent 5.5 SCIENCE AND TECHNOLOGY 5.5.1 In science and technology the children are generally involved in a broad and balanced range of suitable activities They are provided with many opportunities to develop their knowledge and understanding of science and to engage in relevant practical experimental work They enjoy their work and many of them achieve satisfactory, or better, standards in this area of study 5.5.2 During KS1 the children are provided with a wide variety of experiences in science lessons and as part of structured play Many of these activities are related to their own experience or to other areas of the curriculum; this co-ordinated approach helps to enhance the children’s ability to relate science and technology to real life situations, especially regarding health issues The older children carry out a range of practical activities and by the end of KS2 most are able to follow a set of instructions, make observations and record and handle data at a level which matches their abilities In addition, by the end of KS2, the children have learned to appreciate the importance of a fair test and, when given the opportunity, can record the results of their experiments in their own words There are instances of over-direction by the teachers; some of the older children would benefit from more opportunities to devise and conduct their own experiments to test their hypotheses A small number of topics integrate some aspects of science and technology; the subject coordinator has identified appropriately the need to incorporate additional opportunities for technology into the children’s learning experiences In both key stages, the observational skills of the children are developed to a good standard, and the majority of the children display a good breadth of scientific knowledge Work in the area of study has enhanced the children’s awareness of, and concern for, the environment MANAGEMENT ARRANGEMENTS 6.1 The principal has been in post for two years; since his appointment he has worked closely with the senior management team (SMT), key stage and subject co-ordinators and teachers to develop a shared vision for the school and to identify priorities for development The long-serving vice-principal provides dedicated support to the principal and the staff 6.2 A strong sense of teamwork is promoted by the principal; many of the teachers are very willing to take on additional duties in order to promote the best possible outcomes for the children The principal is very supportive of the staff and provides good opportunities for them to be involved in curricular and pastoral development He provides strong and effective leadership and cares deeply for the welfare of the children 6.3 The principal and co-ordinators monitor and evaluate the curriculum effectively using a range of strategies such as scrutiny of planning and the children’s books as well as class visits Using the outcomes of their evaluation they identify clearly the development needs in their area of responsibility and set appropriate targets for future development The detailed school development plan is focused appropriately on these identified priorities; the school has set ambitious targets but the staff are committed to developing their respective areas to ensure that they provide good experiences for the children The present staff deployment is making appropriate use of staff experience and expertise 6.4 The teachers have taken part in a suitable range of school-based and external inservice training courses (INSET) which is matched well to the priorities identified in the school development plan The participation by the teachers in these courses is having a positive influence on classroom practice, particularly in the work in mental mathematics, pastoral care and structured play 6.5 The school has put in place suitable procedures for the recording of the children’s work and for informing the parents of their child’s progress The results of the children’s performance in school and standardised tests are kept along with representative samples of the children’s work; these records are progressively built on as the child progresses through the school Individual Records of Achievement are compiled for each child in year along with a useful personal booklet that is sent on to the post-primary school to which the child transfers The marking of the children’s work is done regularly and effectively; written comments are supportive and often very helpful in suggesting ways in which work can be improved 6.6 The school has identified almost 30% of the children as being in need of additional support The school provides detailed Educational Plans (EPs) for all of the identified children; these plans, which are reviewed frequently and regularly, are developed by the special educational needs co-ordinator (SENCO) in consultation with the class teacher and the parent; they set appropriate targets for the child’s progress The teaching support provided for the children is well-planned and flexible; the children are discontinued from additional support at an appropriate stage The work is well-planned to match the work of the child’s class; a significant strength of the provision is the extent to which the support covers other subjects in the curriculum as well as these two key areas The sessions take place in a very supportive atmosphere; the children’s self-esteem and confidence are promoted effectively The teachers work closely with the children to help them to formulate and express their ideas both orally and in writing The school has received additional funding from an outside agency to develop further special educational needs (SEN) support within the school; this additional funding for English and mathematics is being used efficiently to increase the number of children who receive support and to provide early diagnosis and intervention The school’s records indicate that many of the children are making good progress 6.7 All the ancillary staff provide very good support for the children and the teachers; they are very much part of the school team The standards of caretaking are excellent CONCLUSION 7.1 The quality of education provided in this school is good; the needs of the children are being well met LOWWOOD PRIMARY SCHOOL NURSERY UNIT INTRODUCTION 1.1 The nursery unit provides full-time provision for the 51 children enrolled Thirty-four of these children are in their pre-school year; the remainder will return to the nursery for a further year Around 20 % of the children are entitled to free school meals 1.2 The arrangements for the inspection included the completion of questionnaires by the parents The returns indicated that most of the parents were satisfied or very satisfied with the nursery provision A small number of the parents were less satisfied with the information they received about child protection matters and about their children’s progress The report includes comments on these matters 1.3 The children come readily into the playrooms and most settle quickly to play The relationships between the staff and the children are good The children are learning to cooperate with the necessary rules and routines and to respect the play of other children The nursery is bright and interesting; good use is made of a wide range of the children’s art work to create colourful displays around the school Interest areas, supported by appropriate books and pictures, engage the children’s curiosity and increase their knowledge of the environment The stimulating environment helps the children grow in confidence, independence and self-esteem 1.4 The parents are welcomed into the life of the nursery; they have the opportunity to approach the staff informally at the start and end of the sessions as well as more formal meetings with the child’s teacher twice during the year The communication with parents is good; a booklet, regular monthly newsletters and parents’ noticeboards keep parents wellinformed about nursery events Educational and social meetings, organised in conjunction with the primary school, encourage the parents to play a full role in the education of their children 1.5 The nursery has in place appropriate procedures for pastoral care and child protection, which are in line with the guidance given by the Department of Education The staff plan, appropriately, to share this information more formally with parents 1.6 Since the beginning of the year the staff have worked together to refine their planning for the themes which they introduce throughout the year They have compiled appropriate documents which identify aspects of the learning inherent in the themes selected and reflect suitable progression in the learning experiences Further development of the planning is needed to indicate more specifically how the provision will take account of the children’s differing needs 1.7 The thoughtful organisation of the morning sessions provides an appropriate period of uninterrupted play during which there are good opportunities for the children to choose from a wide range of activities The planned routines encourage the children to share materials, to take turns and to tidy the playroom at the end of the session; on a few occasions, however, some of the children are required to wait between some activities and routines and this waiting encourages some restlessness Suitable time is given to energetic physical play, story and music sessions 10 1.8 The staff are hard-working and dedicated to the children in their care The staff show that they value the children’s efforts by encouraging and praising them A significant number of children will spend two years in the nursery before they transfer to primary school; these young children have settled well into the routine of the nursery The addition of a part-time assistant to provide more support for these children is particularly effective The children are at ease with the staff and turn to them confidently to share in their play and for reassurance and support Many instances of very good practice were observed during the inspection when the staff encouraged the children to observe, to think, and to make choices, and engaged the children in valuable discussions about their play and experiences 1.9 The children display a good measure of independence and responsibility; they choose freely from the activities on offer and many good instances of concentration were observed The children generally work well with one another, they take account of the ideas of others and share the materials agreeably 1.10 The children have good opportunities to develop physical skills through indoor and outdoor play The careful arrangement of resources, and the teaching of safe play, help the children to use the equipment with confidence 1.11 A wide range of art materials and techniques is used to stimulate the children’s imagination The children enjoy a variety of creative experiences involving painting, printing, cutting, sticking and modelling The paintings and drawings of the pre-school children show attention to detail and control of tools such as scissors and pencils The children clearly enjoy a good repertoire of rhymes and songs The use of percussion instruments is promoting effectively early ideas of rhythm 1.12 There is strong encouragement for the children to develop an interest in books The majority of children pay close attention during story sessions and browse frequently in the book corner or explore an information book during their play The staff have grouped the children appropriately during these sessions, taking into consideration the needs of the younger children There are good opportunities for the children to develop an awareness of early writing during play; many display an early interest in experimental writing as they explore a variety of writing tools and papers They are introduced incidentally to text through captions displayed around the playrooms; almost all the children can recognise their own names as well as the names of other children They join in enthusiastically with rhymes and songs 1.13 The children are being introduced in an appropriate manner to early ideas related to science and mathematics through the play activities Incidental opportunities to select by size, colour, shape or to count are exploited effectively by the adults Early concepts in science are introduced through sand and water play as well as during opportunities to observe change during cooking sessions The children care for, and watch the growth of, the bulbs and beans which they have planted 1.14 Good use is made of seasonal and environmental topics to extend the children’s knowledge of, and interest in, their natural environment The staff organise a variety of visits to places of interest Many of these visits are linked clearly to the development of aspects of the programme and enhance appropriately the children’s imaginative play 11 1.15 The staff are reviewing and developing their methods for monitoring and evaluating the children’s responses during play They are using a range of techniques, such as tracking children in the activities chosen, and recording their observations The staff need to adopt a more systematic approach to observing and recording the children’s responses to the play activities The observations of the activities and the collated information should be used to guide the planning of a programme which meets the children’s differing needs 1.16 The unit is well organised and managed effectively The staff work hard as a team to provide all of the children with a similar range of experiences Frequent staff meetings ensure that there is a co-ordinated approach to all the work that is undertaken The principal of the primary school is well-informed about the nursery and has worked hard to improve the environment of the unit, to foster an ethos of reflection and review and to encourage and facilitate greater participation of parents in the education of their children 1.17 The staff make excellent use of all the space available to create optimum play areas The school is well resourced and is building up equipment appropriately to support the school development plans The children are encouraged to take care of the equipment and to tidy it carefully at the end of the play The staff are awaiting the commencement of building work to provide a new school which will further enhance the accommodation available 1.18 The strengths of the nursery include: • the thought and effort given to creating a bright and stimulating learning environment; • the tailored provision for the very young children; • the willingness of the staff to reflect upon and review their practices; • the variety and quality of the learning experiences; • the uninterrupted period of play during which the children’s choice is respected; • the many instances of purposeful and productive play; • the methods adopted to involve parents in the education of their children; • the very good links with the adjoining primary school 1.19 The inspection has identified some areas which require action In addressing the most important areas, the unit needs to: • to build up a clear profile of each child’s progress and development which is based on evidence gathered through observation of their play 1.20 Overall, the quality of the education provided in this nursery school is good; the needs of the children are being well met The staff should plan to address the few areas which require attention 12 APPENDIX HEALTH AND SAFETY During the inspection of the Nursery Unit one of the external doors was not secured adequately 13 © CROWN COPYRIGHT 2002 This report may be reproduced in whole or in part, except for commercial purposes or in connection with a prospectus or advertisement, provided that the source and date thereof are stated Copies of this report may be obtained from the Inspection Services Branch, Department of Education, Rathgael House, 43 Balloo Road, Bangor, Co Down BT19 7PR A copy is also available on the DE website: www.deni.gov.uk