Slade Nursery School

What Ofsted said

From the inspection on 14 April 2026

Children arrive at the Slade Nursery School, enthusiastic and happy to begin their session. They separate easily from their carers and move into the setting feeling safe, secure and valued. Children quickly develop independence as they confidently find their own named coat pegs and manage their belongings. Children form positive relationships and play cooperatively with others. Welcoming staff greet children warmly, helping them to settle and promoting a sense of emotional wellbeing. Children show high levels of confidence and are eager to share their ideas, interests and achievements with adults and their peers. Children are kind, respectful and considerate, learning to take turns, share resources and work together. Pupils achieve well and are ready for the next steps in their education. Communication and language development are at the heart of the setting's work. Generally staff speak clearly, listen attentively, and extend children's thinking through purposeful interactions. The school is working hard to develop this area even further. Most of the time children confidently express themselves, ask questions and use an increasingly wide range of vocabulary. This helps them to enjoy a wide range of books. Younger children develop early mathematical understanding as they build structures, cooperating with their friends. Children with special educational needs and/or disabilities or who are disadvantaged receive timely and highly effective support. Staff know children well. They skilfully adapt activities so that children can access the ambitious curriculum and make progress from their individual starting points. Staff ensure that every child feels valued and able to succeed. Children thrive, build effective foundations for future learning and are well prepared for the next stage of their education. Pupils benefit from a wide range of experiences that are matched carefully to their learning. For example, children deepen their understanding of the world with regular visits to the school’s ‘wild garden’. Pupils’ horizons are broadened through taking part in a range of age-appropriate activities such as multi-skills events. Leaders ensure that these opportunities are open to all pupils.

What the school should improve

• Leaders should ensure that staff use assessment precisely to identify and address any gaps or misconceptions children have across the early years curriculum.
• Leaders should develop staff expertise when interacting with children so that staff consistently model and extend children’s language further.

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