Ponteland Community Primary School Nursery

Grades by area

Achievement

Strong standard

All children, including those with special educational needs and/or disabilities, achieve extremely well across the seven areas of learning. Children make excellent progress from their individual starting points. For example, children who start nursery with limited babbling go on to say familiar words such as 'more', 'thank you' and the names of staff. Children starting nursery with weaker physical skills gain strength, coordination and confidence. They go on to walk, run and ride trikes with confidence. Children's independence skills are prioritised throughout the nursery. From a very young age, children learn to use open cups and become increasingly independent in self-care routines, such as wiping their faces. Children develop the knowledge and skills they need for their next stage of learning. For example, children visit the school dinner hall to become familiar with the routines they will experience when they move to the next room. Children also take part in activities that help prepare them for increased independence. Staff show children how to use scissors safely with close supervision. Then, when they move rooms, children can use scissors independently during play. As a result, children develop the confidence, skills and independence they need for future learning.

Behaviour, attitudes and establishing routines

Strong standard

Leaders and staff have embedded a calm and harmonious environment. They establish clear routines that help children feel safe and secure. Staff use routines consistently throughout the day. For example, children see their photo beside their sleep space. They find their bed and take their shoes off. Staff manage transitions well and help children understand what is happening next. For example, they use 'now and next' boards and simple language, such as 'now it is dinner time, next it is sleep time.' As a result, children move between activities calmly and confidently. Staff promote positive behaviour from an early age. They respond quickly and sensitively to children's needs and stages of development. They model expectations and give children clear guidance. Staff praise children's efforts throughout the day. For example, they celebrate children's attempts to climb the steps to the changing table and encourage them to keep trying. Staff also encourage children to tidy away resources when they finish playing. For example, they use praise and model how to place toys into baskets. Staff use routines as opportunities to develop turn-taking skills. For example, they model language such as "my turn" and "your turn" during tidying-up activities. Staff respond quickly and sensitively when children test boundaries. For example, when children throw a bowl on to the floor during snack time, staff calmly explain that bowls stay on the table. They then model the expected behaviour. Children respond well to this consistent approach, and, as a result, begin to understand expectations. Leaders promote positive attitudes to attendance. They work closely with families to support regular attendance and punctuality. Parents report absences through the nursery app, and staff follow up any concerns promptly. As a result, children attend regularly, settle quickly and benefit from consistent routines.

Children's welfare and wellbeing

Strong standard

Leaders and staff create a safe, warm and nurturing environment. Children's welfare and wellbeing are a clear priority. Staff know children extremely well and respond quickly to their individual care and emotional needs. Children form positive attachments with their key person and seek comfort and reassurance when needed. For example, when children feel upset or anxious, staff provide close contact, cuddles and gentle reassurance. Staff adapt their approach to meet children's individual needs. As a result, children feel safe and secure, including those who have barriers to their learning. Staff support children's health and wellbeing through well-established care routines. Children have daily access to outdoor play and enjoy free-flow opportunities throughout the day. Staff promote good hygiene practices from an early age. For example, children wash their hands before and after meals. Staff model how to rub soap between their hands and sing songs to support learning. Children use their own face cloths after meals and look in the mirror as they clean their faces. Staff encourage children to drink regularly throughout the day. For example, children access their own water bottles and sippy cups, which are available at their height. Staff make mealtimes positive social experiences. Children sit together around low-level tables and chairs with staff and their peers. Staff model good manners, communication and turn-taking. For example, staff encourage children to use words such as 'please', 'thank you' and 'more' and support this with Makaton signs. Children develop independence during mealtimes. For example, they help staff pour milk from cartons into their open cups. Staff use these moments to support children's understanding of healthy choices. For example, staff talk to children about milk being good for their teeth. They also help children understand their own needs. For example, staff recognise when a child drinks a large amount and comment that they must have been feeling thirsty. Staff model turn-taking when serving food and drinks and encourage children to wait patiently. As a result, children develop communication skills, social skills and independence.

Curriculum and teaching

Strong standard

Leaders have a clear understanding of the curriculum and teaching. They have developed a highly ambitious curriculum that sequences exceptionally well. Leaders place a focus on the prime areas of learning. This provides children with a secure foundation for future success. For example, leaders prioritise children's physical development. Consequently, children build the strength and coordination they need for early writing and future learning in school. Leaders design the curriculum to provide experiences that children may not have outside nursery. For example, children enjoy regular outings in the nursery's 'bus'. They go to local parks and places within the community. As a result, children explore new places and learn about their community. Teaching is effective and of high quality. Staff prioritise children's communication and language development. They understand that every interaction is an opportunity for teaching and learning. Staff consistently model language and engage children in meaningful conversations throughout the day. For example, staff model words such as 'cut', 'more', 'baton' and 'all gone' during snack time. During intimate care routines, staff use and repeat words like 'shoe', 'sock' and 'nappy'. They use commentary to help children hear and understand new language. Staff and children also sing together to support early communication skills. For example, a member of staff noticed a child singing parts of 'Twinkle, Twinkle, Little Star'. The staff member paused to encourage the child to fill in the missing word before continuing the song. As a result, children hear a rich range of language and become confident communicators. Staff know the skills and knowledge that individual children need to learn next. They provide a balance of adult-led activities and experiences that follow children's interests. Staff quickly adjust teaching to meet each child's needs and support their learning. For example, staff moved a handwashing activity to floor level for a child who was not yet steady on their feet. This helped the child take part successfully and continue developing their independence. As a result, children, including those who face barriers their learning, access the curriculum fully and make steady progress.

Inclusion

Strong standard

Leaders and staff create a highly inclusive environment. All children are valued and supported to succeed. Staff maintain consistently high expectations for every child. They identify barriers to learning and wellbeing at the earliest opportunity. For example, staff talk with families and fill out 'All About Me' booklets before children start nursery. This helps them understand each child's needs and circumstances better. Staff build on this by observing, assessing and discussing regularly with parents. Leaders and staff work effectively with a range of professionals. These include speech and language therapists, the play therapy team, Portage and the inclusion team. Leaders ask for advice quickly, and they swiftly implement it. Staff use this advice to plan targeted interventions that meet children's individual needs. They weave these interventions into children's play and interests, particularly for the youngest children. For example, staff use bubbles to encourage eye contact and engagement. They use various communication strategies. These include language modelling, Makaton and 'now and next' boards. As a result, children receive consistent support that reduces barriers to learning. Children make progress from their starting points. Leaders and staff carefully monitor children's progress and development. They do this through ongoing observations, assessments and planning. Staff use this cycle to identify strengths, measure progress and plan small next steps. For example, staff identified that a child spent most of their time on their tummy. They implemented activities to strengthen the child's core muscles and support them in sitting independently. Staff meet regularly with parents to review progress and discuss ways to support learning at home. Together, they agree achievable targets and share strategies to ensure a consistent approach. As a result, all children make continued progress and achieve positive outcomes.

Leadership and governance

Strong standard

Leaders have a clear and ambitious vision for the nursery. They understand the needs of children, families and the local community. Leaders use this knowledge to shape the curriculum. They create meaningful experiences for children. Leaders organise visits from groups that bring in exotic animals and provide theatre shows for the children to enjoy. Leaders regularly review the quality of the provision and identify areas for further development. For example, leaders continue to develop the outdoor area to strengthen children's physical development and help prepare them for future skills, such as early writing. Leaders build positive partnerships with parents. They invite families to the nursery with stay-and-play sessions, parents' evenings and regular coffee and cake events. Leaders communicate regularly through newsletters and seek parents' views through questionnaires. They listen to feedback and use it to make improvements. For example, there are now dedicated spaces for pushchairs and car seats. Also, leaders are working on a private feeding area for families. Parents speak highly of the nursery. One parent called it 'a wonderful start to their journey.' Another shared, 'I'm so thankful knowing he has been in such caring and loving hands.' As a result, parents feel valued, informed and involved in their children's learning and development. Leaders value and support their staff. Staff say they enjoy working at the nursery and feel part of a positive team. Leaders carefully consider staff wellbeing and workload. They provide time during the week for staff to complete key tasks, assessments and planning. Leaders have regular meetings and give staff opportunities to discuss their wellbeing and career growth. Leaders recognise and celebrate staff achievements. For example, staff can nominate colleagues for 'wispa nominations' when they show the nursery's values. Nominees receive a certificate and a chocolate. As a result, staff feel valued, motivated and committed to providing high-quality care and education for children. Trustees of the setting provide effective support and challenge to leaders. They have played an active role in establishing and developing the nursery. They visit the nursery often and collaborate with leaders. This helps ensure children get high-quality experiences. Trustees also keep their knowledge up to date through regular training. For example, they have completed training on safer eating and safer sleeping practices.

What it's like to be a child at this setting

Children are happy, settled and feel safe in this caring nursery. Children are curious learners who explore and make choices in their play. For example, children enjoy making sounds with a range of musical instruments. They show great delight as they experiment with different noises. Children develop problem-solving skills and perseverance. For example, they show determination by searching for and stacking the correct rings until they complete the task. Children benefit from support that helps them access learning and achieve well. All children receive the help they need to take part in activities and routines. For example, staff use Makaton to support children's communication. This includes those who speak English as an additional language. Children who need extra reassurance use visual aids, such as 'now and next' boards. This helps them understand what is happening next. Children feel included, secure and confident in the nursery. As a result, all children make progress from their individual starting points. Children develop secure and trusting relationships with adults who know them well. Children confidently seek familiar staff for reassurance, comfort and support. For example, children happily stop during their play to give staff a cuddle or sit on their knee. Children benefit from a strong key-person system. Their key person understands their individual needs, routines and preferences. Children receive sensitive support when they are tired, teething or feeling unwell. Children feel valued, secure and cared for throughout the day. As a result, children develop emotional security and confidence. Children play and learn alongside their peers throughout the day. Children respond well to gentle reminders from staff and learn to share and take turns. For example, children accept support from staff to take turns with musical instruments during their play. Children show kindness and consideration towards others. For example, one child proudly handed out water bottles to their friends. They correctly identified which bottle belonged to each child. Children behave well and respond positively to calm, consistent and predictable routines. As a result, children develop positive relationships and a sense of belonging. Children attend regularly and take part in the nursery's daily routines. Children benefit from arriving in time to join familiar experiences with their friends. Close partnerships with families promote the importance of regular attendance and punctuality. As a result, children build secure relationships and benefit from consistent and predictable routines.

Next steps

Leaders should sustain their work to ensure continued improvements and high standards. They should focus on creating a transformational impact on outcomes for all children.

About this inspection

The inspector spoke with leaders, governors, trustees, practitioners, children and parents during the inspection. We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

About this setting

URN: 2845073
Address: Ponteland Community Primary School Callerton Lane Ponteland Northumberland NE20 9EY
Type: Childcare on Non-Domestic Premises, Full day care
Registration date: 07/07/2025
Registered person: Ponteland Academy Trust
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Northumberland

Facts and figures

Age range at inspection: 0 to 2
Total places: 9

Data from 14 September 2026

Ponteland Community Primary School Nursery Unique reference number (URN): 2845073 Address: Ponteland Community Primary School, Callerton Lane, Ponteland, Northumberland, NE20 9EY Type: Childcare on non-domestic premises Registered with Ofsted: 07/07/2025 Registers: EYR Registered person: Ponteland Academy Trust Inspection report: 14 September 2026 Exceptional Strong standard Expected standard Needs attention Urgent improvement Safeguarding standards met The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe. How we evaluate safeguarding When we inspect settings for safeguarding, they can have the following outcomes: Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met. Strong standard Achievement Strong standard All children, including those with special educational needs and/or disabilities, achieve extremely well across the seven areas of learning. Children make excellent progress from their individual starting points. For example, children who start nursery with limited babbling go on to say familiar words such as 'more', 'thank you' and the names of staff. Children starting nursery with weaker physical skills gain strength, coordination and confidence. They go on to walk, run and ride trikes with confidence. Children's independence skills are prioritised throughout the nursery. From a very young age, children learn to use open cups and become increasingly independent in self-care routines, such as wiping their faces. Children develop the knowledge and skills they need for their next stage of learning. For example, children visit the school dinner hall to become familiar with the routines they will experience when they move to the next room. Children also take part in activities that help prepare them for increased independence. Staff show children how to use scissors safely with close supervision. Then, when they move rooms, children can use scissors independently during play. As a result, children develop the confidence, skills and independence they need for future learning. Behaviour, attitudes and establishing routines Strong standard Leaders and staff have embedded a calm and harmonious environment. They establish clear routines that help children feel safe and secure. Staff use routines consistently throughout the day. For example, children see their photo beside their sleep space. They find their bed and take their shoes off. Staff manage transitions well and help children understand what is happening next. For example, they use 'now and next' boards and simple language, such as 'now it is dinner time, next it is sleep time.' As a result, children move between activities calmly and confidently. Staff promote positive behaviour from an early age. They respond quickly and sensitively to children's needs and stages of development. They model expectations and give children clear guidance. Staff praise children's efforts throughout the day. For example, they celebrate children's attempts to climb the steps to the changing table and encourage them to keep trying. Staff also encourage children to tidy away resources when they finish playing. For example, they use praise and model how to place toys into baskets. Staff use routines as opportunities to develop turn-taking skills. For example, they model language such as "my turn" and "your turn" during tidying-up activities. Staff respond quickly and sensitively when children test boundaries. For example, when children throw a bowl on to the floor during snack time, staff calmly explain that bowls stay on the table. They then model the expected behaviour. Children respond well to this consistent approach, and, as a result, begin to understand expectations. Leaders promote positive attitudes to attendance. They work closely with families to support regular attendance and punctuality. Parents report absences through the nursery app, and staff follow up any concerns promptly. As a result, children attend regularly, settle quickly and benefit from consistent routines. Children's welfare and wellbeing Strong standard Leaders and staff create a safe, warm and nurturing environment. Children's welfare and wellbeing are a clear priority. Staff know children extremely well and respond quickly to their individual care and emotional needs. Children form positive attachments with their key person and seek comfort and reassurance when needed. For example, when children feel upset or anxious, staff provide close contact, cuddles and gentle reassurance. Staff adapt their approach to meet children's individual needs. As a result, children feel safe and secure, including those who have barriers to their learning. Staff support children's health and wellbeing through well-established care routines. Children have daily access to outdoor play and enjoy free-flow opportunities throughout the day. Staff promote good hygiene practices from an early age. For example, children wash their hands before and after meals. Staff model how to rub soap between their hands and sing songs to support learning. Children use their own face cloths after meals and look in the mirror as they clean their faces. Staff encourage children to drink regularly throughout the day. For example, children access their own water bottles and sippy cups, which are available at their height. Staff make mealtimes positive social experiences. Children sit together around low-level tables and chairs with staff and their peers. Staff model good manners, communication and turn-taking. For example, staff encourage children to use words such as 'please', 'thank you' and 'more' and support this with Makaton signs. Children develop independence during mealtimes. For example, they help staff pour milk from cartons into their open cups. Staff use these moments to support children's understanding of healthy choices. For example, staff talk to children about milk being good for their teeth. They also help children understand their own needs. For example, staff recognise when a child drinks a large amount and comment that they must have been feeling thirsty. Staff model turn-taking when serving food and drinks and encourage children to wait patiently. As a result, children develop communication skills, social skills and independence. Curriculum and teaching Strong standard Leaders have a clear understanding of the curriculum and teaching. They have developed a highly ambitious curriculum that sequences exceptionally well. Leaders place a focus on the prime areas of learning. This provides children with a secure foundation for future success. For example, leaders prioritise children's physical development. Consequently, children build the strength and coordination they need for early writing and future learning in school. Leaders design the curriculum to provide experiences that children may not have outside nursery. For example, children enjoy regular outings in the nursery's 'bus'. They go to local parks and places within the community. As a result, children explore new places and learn about their community. Teaching is effective and of high quality. Staff prioritise children's communication and language development. They understand that every interaction is an opportunity for teaching and learning. Staff consistently model language and engage children in meaningful conversations throughout the day. For example, staff model words such as 'cut', 'more', 'baton' and 'all gone' during snack time. During intimate care routines, staff use and repeat words like 'shoe', 'sock' and 'nappy'. They use commentary to help children hear and understand new language. Staff and children also sing together to support early communication skills. For example, a member of staff noticed a child singing parts of 'Twinkle, Twinkle, Little Star'. The staff member paused to encourage the child to fill in the missing word before continuing the song. As a result, children hear a rich range of language and become confident communicators. Staff know the skills and knowledge that individual children need to learn next. They provide a balance of adult-led activities and experiences that follow children's interests. Staff quickly adjust teaching to meet each child's needs and support their learning. For example, staff moved a handwashing activity to floor level for a child who was not yet steady on their feet. This helped the child take part successfully and continue developing their independence. As a result, children, including those who face barriers their learning, access the curriculum fully and make steady progress. Inclusion Strong standard Leaders and staff create a highly inclusive environment. All children are valued and supported to succeed. Staff maintain consistently high expectations for every child. They identify barriers to learning and wellbeing at the earliest opportunity. For example, staff talk with families and fill out 'All About Me' booklets before children start nursery. This helps them understand each child's needs and circumstances better. Staff build on this by observing, assessing and discussing regularly with parents. Leaders and staff work effectively with a range of professionals. These include speech and language therapists, the play therapy team, Portage and the inclusion team. Leaders ask for advice quickly, and they swiftly implement it. Staff use this advice to plan targeted interventions that meet children's individual needs. They weave these interventions into children's play and interests, particularly for the youngest children. For example, staff use bubbles to encourage eye contact and engagement. They use various communication strategies. These include language modelling, Makaton and 'now and next' boards. As a result, children receive consistent support that reduces barriers to learning. Children make progress from their starting points. Leaders and staff carefully monitor children's progress and development. They do this through ongoing observations, assessments and planning. Staff use this cycle to identify strengths, measure progress and plan small next steps. For example, staff identified that a child spent most of their time on their tummy. They implemented activities to strengthen the child's core muscles and support them in sitting independently. Staff meet regularly with parents to review progress and discuss ways to support learning at home. Together, they agree achievable targets and share strategies to ensure a consistent approach. As a result, all children make continued progress and achieve positive outcomes. Leadership and governance Strong standard Leaders have a clear and ambitious vision for the nursery. They understand the needs of children, families and the local community. Leaders use this knowledge to shape the curriculum. They create meaningful experiences for children. Leaders organise visits from groups that bring in exotic animals and provide theatre shows for the children to enjoy. Leaders regularly review the quality of the provision and identify areas for further development. For example, leaders continue to develop the outdoor area to strengthen children's physical development and help prepare them for future skills, such as early writing. Leaders build positive partnerships with parents. They invite families to the nursery with stay-and-play sessions, parents' evenings and regular coffee and cake events. Leaders communicate regularly through newsletters and seek parents' views through questionnaires. They listen to feedback and use it to make improvements. For example, there are now dedicated spaces for pushchairs and car seats. Also, leaders are working on a private feeding area for families. Parents speak highly of the nursery. One parent called it 'a wonderful start to their journey.' Another shared, 'I'm so thankful knowing he has been in such caring and loving hands.' As a result, parents feel valued, informed and involved in their children's learning and development. Leaders value and support their staff. Staff say they enjoy working at the nursery and feel part of a positive team. Leaders carefully consider staff wellbeing and workload. They provide time during the week for staff to complete key tasks, assessments and planning. Leaders have regular meetings and give staff opportunities to discuss their wellbeing and career growth. Leaders recognise and celebrate staff achievements. For example, staff can nominate colleagues for 'wispa nominations' when they show the nursery's values. Nominees receive a certificate and a chocolate. As a result, staff feel valued, motivated and committed to providing high-quality care and education for children. Trustees of the setting provide effective support and challenge to leaders. They have played an active role in establishing and developing the nursery. They visit the nursery often and collaborate with leaders. This helps ensure children get high-quality experiences. Trustees also keep their knowledge up to date through regular training. For example, they have completed training on safer eating and safer sleeping practices. What it's like to be a child at this setting Children are happy, settled and feel safe in this caring nursery. Children are curious learners who explore and make choices in their play. For example, children enjoy making sounds with a range of musical instruments. They show great delight as they experiment with different noises. Children develop problem-solving skills and perseverance. For example, they show determination by searching for and stacking the correct rings until they complete the task. Children benefit from support that helps them access learning and achieve well. All children receive the help they need to take part in activities and routines. For example, staff use Makaton to support children's communication. This includes those who speak English as an additional language. Children who need extra reassurance use visual aids, such as 'now and next' boards. This helps them understand what is happening next. Children feel included, secure and confident in the nursery. As a result, all children make progress from their individual starting points. Children develop secure and trusting relationships with adults who know them well. Children confidently seek familiar staff for reassurance, comfort and support. For example, children happily stop during their play to give staff a cuddle or sit on their knee. Children benefit from a strong key-person system. Their key person understands their individual needs, routines and preferences. Children receive sensitive support when they are tired, teething or feeling unwell. Children feel valued, secure and cared for throughout the day. As a result, children develop emotional security and confidence. Children play and learn alongside their peers throughout the day. Children respond well to gentle reminders from staff and learn to share and take turns. For example, children accept support from staff to take turns with musical instruments during their play. Children show kindness and consideration towards others. For example, one child proudly handed out water bottles to their friends. They correctly identified which bottle belonged to each child. Children behave well and respond positively to calm, consistent and predictable routines. As a result, children develop positive relationships and a sense of belonging. Children attend regularly and take part in the nursery's daily routines. Children benefit from arriving in time to join familiar experiences with their friends. Close partnerships with families promote the importance of regular attendance and punctuality. As a result, children build secure relationships and benefit from consistent and predictable routines. Next steps Leaders should sustain their work to ensure continued improvements and high standards. They should focus on creating a transformational impact on outcomes for all children. Inspector: Joanne Hughes About this setting Unique reference number (URN): 2845073 Address: Ponteland Community Primary School Callerton Lane Ponteland Northumberland NE20 9EY Type: Childcare on non-domestic premises Registration date: 07/07/2025 Registered person: Ponteland Academy Trust Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 Local authority: Northumberland Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 14 September 2026 About this inspection The inspector spoke with leaders, governors, trustees, practitioners, children and parents during the inspection. We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage. Children numbers Age range of children at the time of inspection 0 to 2 Total number of places 9 Our grades explained Exceptional Practice is exceptional: of the highest standard nationally. Other settings can learn from it. Strong standard The setting reaches a strong standard. Leaders are working above the standard expected of them. Expected standard The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them. Needs attention The expected standards are not met but leaders are likely able to make the necessary improvements. Urgent improvement The setting needs to make urgent improvements to provide the expected standard of education and/or care. The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk. This publication is available at https://reports.ofsted.gov.uk. Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn. 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