Central Community Nursery School

What Ofsted said

From the inspection on 3 February 2026

Over time, the school's permanent leaders have not put in place the checks that they should have done to make sure that all children are safe. This is because leaders, including those responsible for governance, have not understood their legal responsibilities. They do not ensure that children attend school often enough or that all children make the progress that they should. Many children settle well and play together happily. However, leaders’ and staff’s expectations of how children should behave are not consistent. Some children miss out on learning because they are not always encouraged to join in. Many children enjoy listening to stories together. They suggest nursery rhymes to sing and enjoy acting out the 'currant bun' song. However, sometimes, staff do not help children to learn new words and to understand their meaning effectively. As a result, some children do not learn to communicate as well or as quickly as they could. Some activities engage children's interest and spark discussions that help them learn. However, due to variability in the quality of teaching, children sometimes miss out on conversations and opportunities that their more-confident peers benefit from. There are warm and caring relationships throughout the setting. Staff and children are happy to spend time together. Children enjoy singing the 'Hello' song at the beginning of each session. They take part in a range of activities, and some children concentrate and persist when things get tricky. They are confident to take risks when they climb on the outdoor equipment. Recently, acting leaders have started to ensure that children with special educational needs and/or disabilities (SEND) have the chance to take part in activities with their peers. However, while some children with SEND become more independent over time, others have gaps in their knowledge that are not understood well by the school. Children whose circumstances might make them vulnerable do not always get the help that they need to be ready to start school.

What the school should improve

• Leaders must develop their knowledge, and that of governors and staff, about their statutory responsibilities, including in relation to safeguarding, so that they understand the signs of possible safeguarding concerns and take all steps to ensure children’s safety.
• Leaders must ensure that the school has an open culture, through which leaders, governors and staff welcome and learn from challenge, learning insights and advice from outside experts.
• Leaders must make sure that their expectations of attendance are consistently high and understood by all. They should make sure that there is a consistent approach to identifying when families need extra help so that children attend school as often as they should.
• Leaders must ensure that records relating to safeguarding, behaviour and attendance are precise and accurate so they can identify and act swiftly on any concerns, including to share information effectively with other professionals whenever needed.
• Leaders must make certain that there is a consistent approach to managing behaviour so that all children benefit from opportunities to learn and staff are effective in supporting children’s individual needs.
• Leaders should make sure that they clearly identify any barriers that vulnerable children face. They should ensure that their actions, including those set out in the pupil premium strategy, resolve gaps in children's learning and make a positive difference to children’s wider development.
• Leaders should ensure that all staff understand what children need to learn next, including the important words to teach. They should make certain that all staff know precisely how to help children learn and progress through the curriculum and how to support any children, including those with special educational needs and/or disabilities, who need help to catch up.
• Leaders should make sure that their new programme for children’s personal development and wellbeing builds children’s wider skills successfully and that leaders are assured that the school develops children’s talents and interests, such as in the arts, music and sport, effectively.
• Leaders, including those responsible for governance, should ensure that there are well-considered arrangements in place to check the quality of the school’s work and to inform their actions where further attention is required.
• Leaders should strengthen how effectively all stakeholders work together, alongside the local authority, to improve the school for the benefit of the children.

Read the full Ofsted report (opens in a new tab)