Grandpont Nursery School

What Ofsted said

From the inspection on 6 May 2026

Children arrive happily at Grandpont Nursery School. Relationships are the heartbeat of this community. The school works in partnership with each family to get to know children quickly. As a result, children eagerly come into school. Staff greet children warmly and help them to settle quickly into familiar routines. There is a warm and welcoming environment where families are actively involved. Flexible settling-in arrangements, regular communication and events strengthen the home-school partnership. As a result, children feel safe and secure. They move confidently around the school and select activities that interest them, such as exploring construction materials, engaging in creative play and looking at books in the cosy reading areas. Typically, children achieve well. They engage with staff in various play experiences, including creative activities, construction play and small-group discussions. For example, during group time, they carefully listen to staff read stories. Staff help children to discuss their learning. During play activities, staff encourage children to share ideas and respond to questions. These interactions help children to become confident communicators. An inclusive ethos is evident throughout the provision. All children, regardless of their background or needs, are encouraged to participate fully and develop independence and a strong sense of belonging. Children with special educational needs and/or disabilities are fully included by staff in the school’s daily routines and learning experiences. These children learn well alongside their peers because staff carefully support their specific individual needs. Pupils benefit from a wide range of experiences that enhance their learning. For example, children deepen their understanding of the world with regular visits from a local farm and use of the woodland area. Taking part in a range of age-appropriate activities, such as learning about different animals, broadens children's horizons. Leaders ensure that these opportunities are open to all pupils.

What the school should improve

• Leaders should ensure that assessment systems are consistently used to identify and address any gaps or misconceptions children have based on their stage of development and specific needs.
• Leaders should further develop staff expertise when interacting with children, so they consistently deepen children’s language and understanding of key concepts.

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