Earlham Nursery School

What Ofsted said

From the inspection on 21 April 2026

Earlham Nursery School is an inclusive, welcoming place. Many children attend the nursery from the local area, where there are high levels of social and economic need. Warm, positive relationships between staff, children and families mean children settle well and generally attend regularly. Children feel safe and happily explore the natural elements in the large outdoor area. Familiar routines help children behave well. Typically, they know what will happen next and understand the behaviours expected of them. Children are kind and caring towards each other. They enjoy the topics they learn about and make connections across the curriculum through real-life experiences, such as using magnifying glasses to find minibeasts and sharing books that widen their vocabulary. Children typically progress well from their starting points, including children who are disadvantaged or with special educational needs and/or disabilities (SEND). Those with SEND attending the specially resourced provision benefit from tailored support that flexibly meets their individual needs. Outside, children across the nursery play together, forging friendships and helping each other. Children with social and emotional needs gain confidence to express their thoughts and ideas through sensitively implemented small-group sessions that provide emotional support and promote talk. During less structured times, confident, chatty children receive help from staff readily, while some children who need support to extend their learning do not receive this in the timeliest way. Teaching of early mathematics and assessment systems are not yet fully established. For some children, these things limit them in developing secure foundations in readiness for future learning. Children participate in an extensive range of experiences that create a sense of belonging in their local area, such as trips to the nearby shops and library. Regular visits to Norwich Castle Museum and City Art Gallery widen children's cultural knowledge and experience of the world beyond their local housing estate.

What the school should improve

• Leaders should ensure that highly-effective teaching consistently maximises opportunities to support the progress of all children, particularly disadvantaged children and those who speak English as an additional language, during less structured sessions.
• Leaders and staff should continue to deepen their understanding of the range of barriers faced by different groups, particularly those who speak English as an additional language, so that actions to improve attendance make a sustainable improvement.
• Leaders and governors should ensure effective monitoring of the use of pupil premium funding so that the impact of funded work informs future planning.
• Leaders should continue to support staff to embed the school’s curriculum, particularly mathematics, and its approach to assessment.

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