Walton Lane Nursery School

What Ofsted said

From the inspection on 24 March 2026

Children at the school are safe and happy. They develop multiple friendships, including with those children who visit from the on-site private nursery. Children have trusting connections with staff, especially their key person. Staff teach children to relate positively to other people, including how to listen, respond kindly and take turns. Generally, children behave well. They understand the impact of their behaviour on others. Bullying is not an issue because leaders and staff ensure that small misunderstandings between children do not escalate. Children are calm and settled. This is because their wellbeing and feelings are a central focus of staff’s attention. Staff spot which children need support with their emotions. They help children to cope with any unexpected changes in life, at home or school. Children learn how to speak about their feelings with trusted adults. Most children attend school often, and leaders support parents and carers well with this. Children enjoy school. They explore the well-organised classroom and outdoor areas with confidence and eagerness. Children become independent, responsible and helpful. Children, such as those with special educational needs and/or disabilities and disadvantaged children, become successful learners. Leaders work with staff effectively to identify any obstacles to children’s success. Staff act so children are included and achieve well. In the main, children gain the skills and knowledge that they need for primary school. Children are well prepared to be modern British citizens. Staff celebrate children’s own family and community culture. Leaders’ personal development curriculum assists staff to teach children that people can be different, such as in language, religion or family make-up. Children learn to show respect and tolerance. Leaders ensure that children learn about the fascinating jobs that some adults hold, such as in coding or being a disc jockey.

What the school should improve

• Leaders should ensure that staff use checks of children’s knowledge of the school’s curriculum to make highly effective choices about what to teach children next and that staff understand and teach the curriculum consistently well, resulting in children being fully prepared for primary school.
• Leaders should build on their successful work to support children’s behaviour, so all children demonstrate high levels of self-discipline and dedication to their learning.
• Leaders should sharpen their understanding of patterns of children’s attendance to better inform their actions so that all children have high attendance.
• Governors should deepen their knowledge and expertise so that they provide leaders with more effective support and challenge on the school’s priorities.
• Leaders and governors should make certain that their overall long-term plans and reviews of the school’s inclusion work consistently enhance its provision for pupils.

Read the full Ofsted report (opens in a new tab)