Annual Statement Boldon Outdoor Nursery School

The Governors at Boldon Outdoor Nursery come from a variety of backgrounds ensuring we have a variety of skills and experience across the board. Governors’ skills are utilised well to match their strengths supporting the Nursery to evolve in line with current research and guidance.

Governors’ meetings and monitoring visits take place termly to ensure everyone has a clear oversight of operations. Smaller committees take place throughout the year which focus on developing the quality of Teaching and Learning, Personal Development, Behaviour and Welfare and Leadership and Management to incorporate our key principles.

Our Governors work closely with the school to identify priorities and develop a cohesive plan of action. They attend regular training sessions run by both the Local Authority and the school itself to ensure that they are fully up to date with any changes in legislation or initiatives. The Governors at Boldon Outdoor Nursery School have supported the school well throughout the year including our most recent Ofsted inspection in June 2024.

Key issue 1 that faced the Governing Board during 2023-24

New EYFS Curriculum

As of September 2021, Early Years guidance was updated. A bigger focus was placed on planning a cohesive and enriched curriculum which is progressive and ensures that all children are continuously building on previous knowledge, embedding and remembering learning developed at the nursery. Children’s learning was observed through quality interactions and sensitive observations informed by

knowledge of developmental ranges outlined in the Birth to Five Matters document. This became a narrative to be used alongside learning, documentation and floor books. Staff looked at what children could do, what they were interested in, what they needed support with, next steps in learning, how we would support this and the impact this had. The senior team created a bespoke curriculum which meets the needs of all learners who attend our setting.

Assessment of the impact of the Governing Board on the school during 2023-24

  • All children made at least good and often outstanding progress from their baseline.
  • Staff workload reduced from previous years.
  • Staff had the updated knowledge on how to support all children including those on neurodivergent pathways – this area of personal development will continue.
  • Children retained new learning well and were able to use this learning in other areas of the curriculum.
  • Children with additional needs were identified early and next steps put in place promptly.
  • Increase in children on role justified 2 teaching staff*
  • Ofsted outcome 2024.  Ofsted said, “Leaders have carefully planned a comprehensive offer…

Leaders have designed a curriculum that helps children succeed…” Ofsted June 2024

Key issue 2 that faced the Governing Board during 2023-24

Ongoing recovery from Covid years

Children continue to present with delayed development especially in PSED and C&L meaning entry points continue to fall behind previous cohorts, with many coming to nursery below or significantly below age related expectations. Services are still trying to catch up therefore, referrals for intervention, support and assessment continue to take longer than previously.  A lack of professional reports restrict our ability to secure any additional funding meaning the current staffing team have to be effective at facilitating flexible and targeted inclusive support.

Our youngest and/or new children present with a lack of independence, resilience and self-help skills meaning children require a higher level of adult support throughout the session.  It would also appear that many children have endured a lack of early exposure to social, play and exploration opportunities resulting in a high level of Communication & Language delays and disorders.

Governors worked with the SLT to address these issues:

  • The Nido continues to evolve in line with children’s needs and currently provides a sensory space nurturing a soft start and a regulation space for children to observe and transition into the outdoors.
  • PSED is at the heart of everything and takes priority when planning provision and directed tasks.  This was heavily recognised in our recent Ofsted report.
  • Intervention via animal therapy has targeted children with C & L challenges and non-verbal communicators.
  • The core book spine has ensured children are emersed in and exposed to a wide range of vocabulary alongside the more complex setting specific vocabulary.

 Assessment of the impact of the Governing Board on the school during 2023-24

  • Gaps in learning and development were identified early and inclusive integrated interventions put in place immediately.
  • Children made good to outstanding progress from their baselines.
  • The School Development Plan ensured the curriculum was planned to meet the needs of our current cohort, to be progressive and ensure learning was at a level appropriate to each of our children.
  • Staff fully understood their roles in supporting all children and knew each individual child exceptionally well.
  • Ofsted said, “Children delight in the wide-ranging learning opportunities on offer at Boldon Nursery School. The school has high aspirations for all children who attend here. Leaders and staff bring these to life. Children thrive and do exceptionally well.”  (Ofsted June 2024)

 Key issue 3 that faced the Governing Board during 2023-24

Planning for the Childcare Expansion

Following the Government’s announcement of the Expansion scheme, demand for spaces has been phenomenal.  However, to date, we have been unable to access any additional funding to prepare and facilitate this incentive.  We a currently at maximum capacity.  If funding becomes available, we have plans in place to utilise existing space effectively to help us meet demand.  Additional staff would be required.

  • Lack of clarity from LA
  • Lack of available funding
  • Limited capacity with current provision and staffing structure

 Assessment of the impact of the Governing Board on the school during 23-24

  1. Potential new Parents and caregivers were kept updated at all steps of the process.
  2. A waiting list is in place to accommodate as and when spaces become available.
  3. Session times were refined to ensure nursery could meet capacity without negative impact to budget.
  4. Groups were reorganised to allow additional intake of two-year-olds on a lower ratio (1:5).
  5. Parents were signposted to appropriate sources to access government funding.

The governors in their role as ‘critical friend’ support and challenge the school, through careful monitoring of priorities for improvement. Impact is evidenced through:

  • Termly reports from Headteacher on progress and performance of the school. Analysis of school data / reports to monitor progress and achievement of children to ensure high standards are maintained.
  • Ensuring policies and procedures are in place and adhered to, including child protection, safeguarding and safer recruitment.
  • Performance management of Headteacher.
  • Monitoring the implementation of the School Development Priorities through virtual and face to face visits and liaison with SLT.

Moving forward, Governors will aim to improve to systematically meet their statutory duties and have a plan to check the work of the nursery so they can provide the most appropriate support and challenge to school leaders.