STATISTICAL INFORMATION - NURSERY SCHOOLS

School: Holy Trinity Nursery, Lisburn
Ref No: 413-6317
Date of Inspection: W/C Monday 8 May 2000
Number of teachers (including Principal and part-time teachers): 2
(Full-time equivalent = 32.4 hours)
Number of nursery assistants (including part-time assistants): 4
(Full-time equivalent = 30 hours)
Total Enrolment:
Number of children attending full-time:
Number of children attending part-time:
Average attendance for the previous school year: (this should
be calculated from the date when the intake is complete)
Percentage of children entitled to free school meals:
/
53
53
0
98%
50%
Duration of sessions:
/
Full-time:
Part-time:
/
9.00 am-1.30 pm
N/A

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JMcC/MATCHETT M J/12225

1.INTRODUCTION

1.1Holy Trinity Nursery School is a modern two unit nursery school situated in the centre of Lisburn, Co Down. Fifty-three children attend the school on a full-time basis. The majority of the children come from the local housing estates though a few live as far away as Glenavy, Crumlin and Ballynahinch. The children represent a wide range of backgrounds and are well integrated into the life of the school. Fifty percent of the children are entitled to free school meals.

1.2The arrangements for the inspection of pastoral care included the completion of questionnaires by the parents as well as meetings with parents and governors. The comments indicated that the vast majority of parents and governors were very satisfied with all aspects of the school’s provision and no major issues were raised. In particular, they commented positively on the quality of care for their children and their appreciation of the principal, the staff and the work of the school. These views are confirmed by the inspection.

2.SUMMARY OF MAIN FINDINGS

2.1The aims of the school are defined clearly and relate to the general development of the children. The curriculum is broad and gives appropriate attention to all aspects of the children’s learning and development. Yearly, monthly and weekly planning is detailed and reflects a good awareness of the potential and development of the various play activities. The planning is reviewed regularly to ensure that the needs of all the children are being met and that the learning opportunities are being exploited fully.

2.2The children work in lively, stimulating surroundings. The playrooms and foyer are made attractive by the displays of the children’s art work, photographs of the children at play and displays of pictures and materials related to current themes or topics. The teachers are imaginative and resourceful in their choice of materials and equipment to support the children’s learning. The presentation of indoor and outdoor activities is inviting and attractive interest areas contribute to the children’s learning.

2.3There are excellent relationships among the staff; the nursery assistants work in close partnership with the teachers. The strong team spirit which has been established among the staff leads to a shared sense of purpose in all their work with the children. The staff are constantly involved with the children in all aspects of their play; they provide support; they participate in the activities; they help them to reflect on their learning and make discoveries. A high priority is given to developing the children’s language through skilful talk and discussion; on many occasions the staff introduce a rich vocabulary and range of ideas.

2.4The careful attention given to the promotion of the children’s personal, social and emotional development is evident in the development of the children’s independence and responsibility; for example, when they prepare their own break or help set the tables for dinner. The children display confidence in their choice and use of materials. Fine manipulative skills are well developed and the children manage confidently a range of small
tools such as pencils and brushes. The children display similar confidence in their use of outdoor equipment. The children settle well to play and most display sustained levels of concentration. They relate well to the other children; they share materials , discuss their ideas and work co-operatively; their social skills are good. They relate confidently to the staff and are friendly to visitors to the school.

2.5The children are familiar with the routines, which are planned to provide for sustained periods of uninterrupted play. The activities are designed to ensure that the children have opportunities to work individually, to work alongside others and for regular outside play. Elements of the programme, such as the organisation of the snack routine, ensure flexibility and the minimum disruption to the children’s play. Meals are taken in a relaxed atmosphere where there is time for conversation with others.

2.6Books are given prominence in the rooms: they are used to enhance the various displays within the playrooms, to develop aspects of the children’s play and to promote their interest in the written word. Photographs are used to create books about events which have occurred in the school. The children show a positive attitude to books. Some of the children browse through the books on their own while adults often read to small groups of children. There are daily story-telling sessions during which the children listen attentively. The children have regular opportunities to choose books to take home; the school has also established a lending library for toys and books for younger siblings. The teachers report that these facilities are well used.

2.7Singing simple songs and rhymes is part of the daily routine; during the inspection, some children spontaneously sang songs or nursery rhymes as they played. Opportunities are provided regularly for the children to play simple musical instruments and experiment with sound during play. Stories, songs and rhymes are also used effectively as a starting point for learning about number. The staff use appropriate mathematical language when participating in the children’s play and promote an interest in counting, matching, sequencing, and making comparisons, for example, as part of the preparations for dinner time.

2.8There are good opportunities for the children to develop their imagination through role play; play in the cafe area, for example, promotes discussion about eating out, ordering and preparing meals. At sand and construction play they create their own scenarios in which they become fully absorbed in making, building and digging.

2.9Good use is made of seasonal and environmental topics to extend the children’s knowledge of, and interest in, the world around them. The children’s experiences are extended by educational walks, trips to places of interest and visitors to the school. There are opportunities for the children to learn about the living environment through caring for other living things and through growing bulbs and seeds. During the inspection, the children showed great delight in their collection of minibeasts, using magnifying glasses to observe and investigate. Early scientific ideas are developed effectively through play with sand, water and malleable materials such as clay and dough. Regular opportunities for simple cookery, for example, making a birthday cake, raise the children’s awareness of changes in materials.

2.10The children’s abilities to express their ideas creatively are developed effectively through their exploration of a wide range of media and materials, with appropriate importance being attached to the quality of the experience rather than the final product.

2.11The children’s play extends naturally into the outside area, which is extremely well used and provides a focus for much of the children’s physical development. A large sand-pit, large pipes and steps and an old tractor are used imaginatively to provide an excellent range of challenging outdoor activities for the children. During inclement weather, physical play is organised daily in the enclosed veranda area. Careful supervision by staff ensures that the children play in a secure and safe environment.

2.12The children with special educational needs are integrated naturally with the other children and are able to benefit from working alongside others. The staff work hard to identify and address the problems faced by the children with special educational needs. Much emphasis is placed on providing appropriate activities and support, while, at the same time, encouraging as much integration and independence as possible.

2.13The school’s system for monitoring and recording the progress of the children with special educational needs and indeed of all the children, is comprehensive. All the staff are involved in making regular, detailed observations of the children which provide clear information about their progress and development. The staff make good use of this assessment information to plan future activities which effectively meet the children’s differing needs. This information also forms the basis for written records which are provided for parents and for the primary schools to which the children will transfer.

2.14The school places a high priority on developing strong links with the parents with the staff encouraging them to recognise and appreciate their children’s achievements. The programme of contact begins before the children are enrolled in the school and continues with regular meetings designed to support the parents in their role as partners in the education of their children. For example, the school has arranged reading, mathematical, cookery, computer and parenting courses for parents. A range of information books are available on loan for use at home while a monthly newsletter provides parents with information about events in the school and important aspects of the curriculum.

2.15The nursery has in place appropriate procedures for pastoral care and child protection which are in line with guidance given by the Department of Education.

2.16The principal has a clear vision for the future work of the school. She brings high levels of skill and enthusiasm to her work and provides sound and effective leadership to the staff. She is ably supported by the assistant teacher. Regular staff meetings ensure that there is a shared understanding of the objectives of the activities provided and that the children’s differing needs are considered. The school development plan identifies suitable priorities related to the curriculum, the staff and the environment; the plan is evaluated regularly to ensure that these have been implemented.

2.17All the staff engage in a continuing programme of review and development through staff discussions, their attendance at a wide variety of courses and their participation in local cluster groups of nursery practitioners. Most of the staff have achieved additional professional qualifications while others are currently undertaking further training leading to appropriate qualifications.

2.18The strengths of the school include:

  • an environment which is bright and stimulating;
  • the excellent interaction between the staff and the children;
  • the children’s settled and productive play;
  • the committed staff and their sense of team spirit;
  • the well-organised daily timetable;
  • the quality of the programme of learning and the wide range of interesting resources;
  • the involvement of parents as partners in their children’s education;
  • the use of assessment as an integral part of teaching and learning.

2.19The quality of education provided in this school is excellent. The staff display a high degree of commitment to the children who clearly benefit from their time at this nursery school.

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