Lowesmoor Nursery and Preschool

Inspection of Lowesmoor Nursery and Preschool Unit 4A, Lowesmoor Wharf, Worcester WR1 2RS

p.1

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Not applicable

p.1

The provision is outstanding

Leaders have high ambitions for all children. The comprehensive curriculum is successfully implemented across the nursery. All children acquire the essential skills they need to ensure they are extremely well prepared for school. The curriculum places a strong emphasis on ensuring children become confident communicators. Staff enhance planned activities to include a focus on teaching language skills. For example, the use of puppets during story sessions helps to maintain children's attention and encourages two-way conversation between staff and children.

p.2

The provision is outstanding

Staff are nurturing and comforting. Their soft and warm manner helps to create strong attachments with children, which make children feel safe and secure. Children show high levels of confidence. They are comfortable in their environment and engage in independent learning. Staff stay close to children and are skilled at recognising when they need to support their emotional well-being. The highly skilled staff are excellent role models. They teach children about rules and expectations, which children transfer into their own behaviours with others. As a result, children are happy, settled and motivated to learn.

p.2

The provision is outstanding

Children are highly independent. Staff promote a 'can-do' attitude that encourages children to have a go at learning new skills. For example, the youngest children independently work out how to get their chair from a table and lift it to stack on top of others.

p.2

need to do better?

n The ambitious curriculum is explicitly understood by all staff. They use their expert knowledge of child development to sequence learning so that children build on their existing knowledge and skills. For example, staff fully understand the connection between strengthening large motor skills before children can go on to develop more intricate skills such as writing. Children use large equipment to practise balancing, climbing and jumping. Children, therefore, become competent in all areas of their physical development. n Teaching is of the highest quality. Staff use a variety of ways to teach children. They implement visual timetables and signing and model language to maximise children's learning. They are tuned in to spontaneous teaching moments. For example, when children accidentally break a pumpkin open, staff seize the moment to extend children's knowledge. They describe the 'stringy' features and

p.2

need to do better?

the seeds they can see. Staff provide opportunities for children to practise using their new knowledge throughout the day. As a result, children master their new skills, which strengthens their foundation for future learning. n Children have ample opportunities to develop their imagination. Staff act out stories using props to enrich storytelling activities. Children laugh and show

p.2

need to do better?

8 October 2024 excitement as staff deliver different pets from the zoo. In addition, children spend time outdoors dressing up and using props to explore their own talents, such as singing and dancing. Children comment, 'I should be on a stage.' Staff join in children's play and take on different roles. This promotes high levels of self-esteem and boosts children's confidence. n Children with special educational needs and/or disabilities (SEND) make rapid progress. Leaders gather a wealth of information about children before they start at the nursery. This enables staff to identify any gaps in children's development at the earliest opportunity. Leaders have a toolkit of evidence- based strategies that they use with children while they wait for support from external agencies. They ensure any funding they receive is directed to improving learning experiences for children. Leaders work closely with parents and other

p.2

need to do better?

professionals to implement effective learning targets for children. As a result, many children make the progress they need without requiring external support. n Children learn the skills they need to prepare them for school and beyond. Staff remind children of the nursery rules and demonstrate appropriate behaviours. Children use manners without prompting and are mindful of others. Routines across the nursery are well established and understood by all children. Staff are consistent in their interactions, which helps children to learn quickly. When children show appropriate behaviour, or master a new skill, staff provide them with a 'wow bell', which they ring to indicate their achievement. As a result, children develop a sense of pride and feel valued. n Leaders are extremely passionate and reflective. They continuously review what they offer to children and build on the already excellent experiences they

p.3

need to do better?

provide. Leaders research training options to ensure these will have the highest impact on staff knowledge and children's learning. They observe and monitor staff practice closely and have a solid understanding of where they need to focus their support and mentoring. Staff comment that they feel supported by leaders. This means that children benefit from experiences that are constantly improving. n Leaders understand the importance of involving parents in their children's learning. They record video examples of how to teach particular skills to children. This supports parents to implement further learning at home. Leaders adapt ways in which they communicate information to accommodate all families. Parents' comments demonstrate that they are entwined in the nursery experience. They say that staff are skilled, learning is purposeful and children make huge progress in their learning. This enables a mutual understanding

p.3

need to do better?

between the nursery and families and, consequently, improves outcomes for children.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

Setting details

Unique reference number 2700333 Local authority Worcestershire Inspection number 10362186 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

p.4

inspection

Total number of places 40 Number of children on roll 50 Name of registered person Lyppard Nursery Ltd

p.4

reference number

Telephone number 01905 930062 Date of previous inspection Not applicable

p.4

Information about this early years setting

Lowesmoor Nursery registered in 2022 and is located in Worcester. The nursery employs 10 members of childcare staff. One has qualified teacher status, two hold early years qualifications at level 6, and two hold a qualification at level 3. The nursery opens from Monday to Friday, term time only. Sessions are from 7.30am to 4.30pm. The nursery offers the government-funded places for childcare.

p.4

Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Staff spoke to the inspector about how they support children with SEND. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The manager and the inspector carried out a joint observation of a group activity. n Parents and carers shared their views of the nursery with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

p.5

Inspection activities

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.

p.5

Inspection activities

8 October 2024 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

p.5

Inspection activities

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 .

p.6

Inspection activities

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

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6