Wallace Road Nursery School

What Ofsted said

From the inspection on 14 July 2026

At Wallace Road Nursery School, children arrive to a warm welcome from staff who know them well and their individual needs. Children's photographs form a natural part of nursery life. They often stop to look at them and talk with staff about their families and home experiences. This helps them feel safe and valued, and strengthens their sense of belonging. Staff work closely with families, taking time to understand children's individual interests and circumstances. Parents and carers are highly appreciative of the nursery's work and describe staff as a source of support for the whole family. Some parents appreciate how the advice and guidance that they have received has helped them to become more confident parents. As a result, children experience joined-up support between home and nursery. They develop a sense of security, attend more often and get the most from their early education. Children’s home languages, cultures and family experiences are reflected within the curriculum. Children, including those with special educational needs and/or disabilities and those who speak English as an additional language, approach familiar staff for support with confidence. They play with their friends in a calm and nurturing environment. Through daily routines, children show increasing independence in managing themselves. When difficulties arise, or unkind words are said, staff gently help children resolve any issues so that learning can continue. During the day, children enjoy coming together for singing time and other shared learning experiences. In play, a few children do not always benefit from interactions that build on earlier learning. At times, adults are not clear about the knowledge, vocabulary and skills they want children to learn because some parts of the curriculum are not precise enough. As a result, these children do not have enough opportunities to revisit and practise key knowledge in readiness for their next stage of learning.

What the school should improve

• Leaders should continue to refine the curriculum and strengthen staff understanding of early years pedagogy, vocabulary development and curriculum delivery, so that staff are clear about the knowledge, vocabulary and skills that children should learn and build progressively over time.
• Staff should continue to prioritise children's communication and language development through daily routines and play. They should ensure that all children, particularly those who are less likely to join in, benefit from meaningful interactions that help them revisit earlier learning, participate, communicate and learn.

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