St Francis Nursery Class is situated within St Francis Primary School, which is located in the Gorbals area in the south of Glasgow. The nursery class can accommodate 40 children aged from 3 years to those not yet attending school. 63% of children have English as an additional language and 26% of children live within the Scottish Index of Multiple Deprivation one and two. Most children attend nursery during term time for a morning or afternoon session.

The reason for improvement

Over the past year, there have been staff changes, including the appointment of a new team leader and the addition of several child development officers. As a result, senior leaders recognised the need to establish more consistent approaches used by staff at all levels. For example, senior leaders realised that they needed to develop a shared understanding of early years pedagogy through professional learning. They also decided to empower staff to assume leadership roles within the nursery.

What the setting did

The school’s senior leaders worked closely with the nursery staff team to implement a shared approach to improvement. Staff were empowered to undertake leadership roles within the nursery class. For example, all practitioners were encouraged to take ownership of play areas, planning and learning. Staff also encourage children to take on leadership roles, such as responsibility for setting tables.

The team leader is a very effective role model for the practitioner team. She facilitates weekly meetings to support the team to reflect on their practice and to review and discuss their approaches to supporting children and families.

Senior leaders have improved quality assurance processes, which better reflects priority improvement areas. Senior leaders and practitioners review the progress of priority areas on an ongoing basis across the year. For example, reviewing vision, values and aims termly to ensure they continue to help shape and reflect practices. The depute headteacher meets regularly with children to discuss their learning. This provides an opportunity to monitor and evaluate the impact of changes on outcomes for children.

Senior leaders ensure that professional learning links to the identified priorities for improvement. As a result, practitioner knowledge and confidence to implement well-informed changes is increasing. For example, practitioners work together to develop their knowledge of approaches to play pedagogy. They have also developed positive working relationships with the leader of early learning and speech and language therapist to help to develop more consistent approaches to meeting children’s needs. This is helping to improve learning and teaching skills. As a result, there is now a more consistent approach to improving outcomes for children and families.

What the sustained impact has been

The effective approach to leadership of change is leading to more consistent and high-quality practice across all aspects of the nursery. A more systematic approach to self-evaluation and reflective practices has led to a more empowered staff team who are more equipped to implement and integrate changes. The pace of change is more appropriate, which allows staff the time to successfully implement and sustain improvements effectively.  An improved quality assurance calendar is in place. This is helping to support the regularly review of progress by senior leaders and staff throughout the year. Senior leaders are more consistent in gathering feedback from children, parents, and staff, which directly relate to improvement priorities.

Professional learning has supported all nursery staff to improve their knowledge and understanding of child development and early years learning and teaching. This is more evident in their practice.  Staff are using more thoughtful questioning with children to extend learning opportunities. Staff more actively listen to children, allowing them the time and space to develop their learning. The staff team have established a positive and nurturing nursery environment, which creates a sense of safety and security for children. This helps to support children’s transitions into the nursery class.