Perry Beeches Nursery School

What Ofsted said

From the inspection on 8 July 2025

The school has not taken effective action to address the weaknesses identified in the previous inspection. The curriculum is not fully developed and the school, including governors, have weak oversight of the school's performance. This impacts on the quality of education that children receive. Staff have high expectations for children. This includes those with special educational needs and/or disabilities (SEND). However, in some areas of learning, these aims are not realised. This is because the school has not identified or reviewed the specific knowledge children need to achieve as well as they should. Caring relationships and high levels of supervision make for a calm and safe environment for children to learn in. Staff use their skills and experience to appropriately respond to children's needs and guide their learning and development. Children are inquisitive and interested learners. They feel safe, confident and are keen to share their experiences with visiting adults. Children attend school frequently, behave well and love coming to school. This is due to the effective home-school partnership that exists. Parents and carers appreciate and value the support staff provide.

What the school should improve

• The school, including the governing body, lacks the capacity required to resolve ongoing issues and bring about improvements needed. Weaknesses in the school have not been picked up and addressed swiftly enough. The school should strengthen leadership capacity so that improvements are rapid and sustainable.
• The school, including governors, have insufficient oversight of the school's work. They do not have an accurate view on the effectiveness of school systems. This has resulted in some important areas, such as staff performance and the curriculum, not being monitored appropriately. Additionally, the school's expertise in safer recruitment and the recording of concerns is not as robust as it should be. The school and governors should provide effective support and challenge for all staff and hold leaders to account fully. Governors and leaders should also develop their knowledge of safer recruitment and ensure that there is consistently strong oversight of all safeguarding arrangements.
• The curriculum does not identify the steps that children need to learn and practise to reach the curriculum's ambitious end points. As a result, staff do not routinely teach the important concepts and language that children need to build their foundational knowledge. The school should ensure that the curriculum sets out the component steps that children need to learn to be successful, and that staff have the expertise needed to implement these successfully.
• The school does not review or update agreed arrangements for children with SEND. As a result, staff do not adapt their teaching to achieve the next steps identified. The school should ensure that staff review and adapt the support children receive to ensure that they achieve as well as they should.

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