Inspection Report - Ashgrove Nursery School, Newtownabbey, County Antrim

Ashgrove Nursery School, Newtownabbey

DE Ref No 311-6214

Inspection Report - April 2026

Ashgrove Nursery School is located in Newtownabbey and offers one full-time and two part-time pre-school classes.
Following the appointment of a new principal, a new teacher and classroom assistant, the nursery school has revisited its vision, consulting appropriately with a range of stakeholders. There is a shared commitment to the revised vision which is to ‘instil a love for learning and a curiosity for the world around them, where children build respectful relationships and have opportunities to develop resilience in a safe and nurturing environment.’
The staff engage in highly effective processes for self-evaluation which drive continuous improvement. The key priorities in the school development plan include: developing the emotional resilience and wellbeing of all; maximising the children’s learning through high-quality interactions; developing further the parents’ understanding of the pre-school education curriculum; and enhancing the support for children with special educational needs (SEN).
The staff are reviewing appropriately the planning to ensure consistent high-quality learning experiences for all of the children. Observations are used effectively by the staff to monitor and evaluate each child’s progress across the six areas of the pre‑school education curriculum and inform the next steps in their learning.
The children are happy, independent and confident learners. The well-established daily routines are understood fully by the children as they play collaboratively. The learning environment is carefully designed and well resourced which enables the children to lead and extend their learning independently. The staff support skilfully the children’s learning through purposeful questioning, effectively developing their thinking, language and communication skills. A positive culture of praise, celebration and emotional support underpins all staff engagement and interactions with the children.
Outdoor provision is a particular strength in the nursery school with well-planned opportunities for the children to explore the natural environment and develop their curiosity, imagination and observational skills. The children show their creativity as they design plans in the construction site and make meals in the mud kitchen. They participate well in teamwork and develop hand-eye co-ordination as they play ball games. The children build resilience and develop their co-ordination as they practise balancing on the challenging obstacle trail and take turns in the hammock and tyre swings.
The children use early mathematical language confidently when they talk about capacity, measure and money during play. They are fully engaged during story time and show excitement when a child talks about ‘The Special Box’, with the staff and other children. This initiative supports effectively the development of the children’s language, confidence and self-esteem.
The children show very good progress in their drawings and artwork, which capture their attention to detail as they engage in various early mark-making opportunities. Their imagination and creativity is evident as they collectively take on roles in the hairdressers and home corner. They enjoy participating in singing and musical activities, playing musical instruments and display good co-ordination and rhythm.
The staff participate in extensive, relevant and well-planned professional learning to support the children’s social, emotional and developmental needs. They create calm, predictable routines which maintain the children’s engagement. Their enhanced knowledge of attachment, nurture and trauma-informed practice is reflected clearly in the warm, responsive relationships across the nursery school and is impacting positively on the children’s confidence.
The staff participate in extensive, relevant and well-planned professional learning to support the children’s social, emotional and developmental needs. They create calm, predictable routines which maintain the children’s engagement. Their enhanced knowledge of attachment, nurture and trauma-informed practice is reflected clearly in the warm, responsive relationships across the nursery school and is impacting positively on the children’s confidence.
The staff have high expectations for all of the children and use induction information alongside focused observations to build a clear understanding of each child’s interests and starting points. They provide tailored support for the children with SEN, which is detailed in their individual education plans and includes small group support, one-to-one interventions and the use of fidget toys and wobble cushions. These strategies are effective in supporting the children’s engagement and participation in learning.
The nursery school staff were part of the EA Education Information Solutions programme (EdIS) steering group and have disseminated practice online on the proficient use of Information Technology. The staff’s use of digital technology is enriching the children’s learning and enabling effective communication with parents. The children use confidently digital applications to enhance their language development as they discuss their pictures and creations. The integration of iPads, digital cameras and Bee-Bots extends the children’s learning experiences as they use positional language, share their learning and develop their problem-solving skills.
The school maintains highly effective and trusting relationships with parents, evidenced by the wholly positive parental responses to the ETI confidential questionnaires. Through initiatives such as the DE Getting Ready To Learn programme, the staff support the parents to provide continuity in their child’s learning and develop a love of books with their child.
The parents are encouraged by the staff to share their time, skills and expertise for the benefit of all of the children. This has resulted in parents making valuable resources such as a wooden multipurpose canopy in the outdoor learning area, taking photographs to promote the school website and planting fruit and vegetables with the children. This collaborative approach strengthens relationships, enhances the learning environment and impacts positively on the children’s learning experiences.
The staff collaborate with a wide range of external partners and involve the community in the life and work of the nursery school. For example, visits from the optician, nurse and emergency personnel, as well as fundraising and charitable work, broadens the children’s learning experiences. Comprehensive induction and transition arrangements support the children to move to the nursery school and prepare them to move confidently to primary school education.
At the time of the inspection, the evidence provided by the school demonstrates that the arrangements for child protection align to the current statutory guidance.

Next steps

Ashgrove Nursery School staff are committed to developing an inviting, stimulating and warm learning environment where each child’s wellbeing is at the heart of the provision and central to the nursery school’s ethos of ‘Love, Laugh and Learn’. They work collaboratively to ensure that every child has a positive learning experience both indoors and outdoors and consequently the children are happy and confident learners.

ETI will continue to work with Ashgrove Nursery School as it addresses the area for action identified by staff, namely, to develop the planning to ensure consistent high-quality learning experiences for all of the children.