Bedworth Heath Nursery School

Bedworth Heath Nursery School

Address: Glebe Avenue, Bedworth, Warwickshire, CV12 0DP Unique reference number (URN): 125486

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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, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children make highly effective progress across the school. Staff deliver the curriculum with clarity and consistency. They tailor teaching so that every child, including those with SEND or children who speak English as an additional language, can participate fully. Children sustain focus during group sessions, outdoor exploration and independent play. They show curiosity and confidence as they attempt new challenges.

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Achievement Strong standard

Communication and language flourish through daily songs, stories and conversations that expose children to rich vocabulary. Staff encourage children to express ideas, listen to others and take turns in discussions. As a result, children develop highly effective social skills and increasing independence.

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Achievement Strong standard

Children understand routines, manage personal care and demonstrate early problem- solving strategies. They show enthusiasm for learning and persevere when tasks become tricky. By the time they move on to their next stage, they secure early knowledge across key areas and approach school with confidence and readiness.

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Attendance and behaviour Strong standard

Leaders are determined in securing high attendance. They promote regular attendance and punctuality across the school at every opportunity. Leaders know their community well and the barriers that affect regular attendance. Staff work closely with families to reinforce the importance of regular attendance and follow up promptly when children are absent. Clear expectations are shared from the outset. As a result, children attend frequently and benefit fully from the learning opportunities on offer.

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Attendance and behaviour Strong standard

Leaders create a warm, nurturing and structured environment. This ensures that children feel secure, valued and ready to learn. Staff set clear expectations from the moment children arrive. They use consistent language and calm routines that help children understand what is expected. As a result, children move confidently between activities, showing independence and a growing sense of responsibility. Children listen carefully to instructions. They take turns with increasing maturity and show genuine consideration for others.

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Attendance and behaviour Strong standard

Daily routines, such as group time and tidy up time, are well established. Children know what comes next and transition smoothly. Throughout the day, the atmosphere remains purposeful and calm. Children show enthusiasm for their play and sustained concentration in activities. Strong relationships with their key person give them confidence. As a result, children thrive socially, emotionally and academically.

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Inclusion Strong standard

Leaders and staff create an inclusive, nurturing environment where every child feels welcomed and understood. This ensures that support is in place from the outset. Staff carry out precise checks that help them identify emerging needs quickly. When concerns arise, they respond promptly. Staff draw on specialist advice and work closely with families to plan next steps. This careful approach enables children, including those who are disadvantaged, those with special educational needs and/or disabilities and those known to children's social care, to participate fully in their learning.

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Inclusion Strong standard

Staff adapt the curriculum thoughtfully so that all children can succeed. They use visual prompts, targeted small group work and tailored resources to strengthen children's communication, confidence and independence. Leaders ensure funding is used purposefully, including early years pupil premium, so that children can access activities alongside their peers.

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Inclusion Strong standard

Regular monitoring helps staff evaluate the impact of adaptations and refine support where needed. Leaders invest in ongoing training. This ensures that the whole team develops highly effective knowledge of inclusive practice. Parents and carers speak positively about the guidance they receive and appreciate the consistent communication. As a result, children make sustained progress from their starting points and develop the skills they need to thrive both in the setting and beyond.

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Leadership and governance Strong standard

Leaders set a purposeful and ambitious direction for the school. They know the community well and use this insight to identify the right priorities for improvement. Their actions are timely, strategic and always focused on securing the best possible outcomes for children. Leaders model professionalism and integrity. This ensures that all staff understand the high expectations that guide the school's work each day.

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Leadership and governance Strong standard

A carefully planned programme of professional learning strengthens teaching across the school. Staff at all stages of their career benefit from training that deepens their subject knowledge and sharpens their practice. Leaders allocate time thoughtfully so teachers can collaborate, reflect and refine approaches. Staff consistently report that leaders listen to them and take meaningful steps to manage workload and promote wellbeing.

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Leadership and governance Strong standard

Governance is a notable strength. Governors carry out their statutory duties diligently and hold leaders to account with rigour and fairness. They draw on a wide range of evidence to check the impact of leaders' decisions, including provision for disadvantaged pupils and those with special educational needs and/or disabilities. Governors' oversight ensures that resources are used intelligently to meet pupils' needs.

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Leadership and governance Strong standard

Partnerships with families and external professionals further enhance the school's work. Leaders seek opportunities to learn from others and also share their expertise beyond the school. This outward-facing approach contributes to a culture of continuous improvement. Parents and carers are extremely positive about the school. One parent summed up the views of many by saying, 'The staff are friendly and supportive. They care about all the children but also the families.’ As a result, the school community thrives and children are well prepared for their next steps.

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Personal development and wellbeing Strong standard

Personal development is at the very centre of the school's work. The school's vision of 'to make a difference today, tomorrow and together' is consistently modelled by the staff. Throughout the year, children take part in a rich variety of activities that strengthen their sense of community and broaden their understanding of the world around them. Staff encourage children to think about kindness and the joy of giving. For example, children excitedly write Christmas cards to the local residents. They carefully form their letters and share thoughtful messages. These moments help them build connections beyond the school and develop early literacy skills with real purpose.

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Personal development and wellbeing Strong standard

The school offers a wide range of enrichment activities that broaden children's experiences. Children enjoy trips to the local art gallery and visitors, such as the local MP, mayor, police officers, nurses and members of the fire brigade. These visitors talk to children about their roles in the community, how they help people and talk about aspects of their work. Such activities help children to develop their interests and curiosity. Staff skilfully build on these experiences back in the classroom through stories, role play and small group discussions.

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Personal development and wellbeing Strong standard

The school helps children to understand what is right and wrong, value differences and resolve fallings out calmly. Children understand how to use equipment safely, the importance of exercise and healthy eating. They learn about different faiths and beliefs and celebrate key festivals associated with these. Children have opportunities to demonstrate democracy through voting during adult-led activities.

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Personal development and wellbeing Strong standard

Staff have an encyclopaedic knowledge of children and their needs. They use this to tailor both academic and emotional support. The school shares these approaches with parents and carers to develop a joined-up approach between school and home. This is highly effective and enables all children to thrive, including those who are disadvantaged.

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Curriculum and teaching Expected standard

Leaders and staff share a secure understanding of the school's curriculum and apply it consistently across the early years. They are clear about what they want children to learn and how this builds over time. The school has effectively planned for progression, which ensures that children revisit and deepen essential knowledge as they move through the early years. Staff make regular observations and use these to check how well children are developing across all areas of learning.

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Curriculum and teaching Expected standard

Children benefit from a rich focus on language development. Staff use high-quality texts, stories and nursery rhymes to introduce new vocabulary and help children use this confidently during play. Adults interact warmly with children, and these interactions are typically of a high quality. However, these interactions are not always consistent. This means that in some cases learning does not provide opportunities for children to fully deepen their understanding or build on what they already know. The learning environment is well organised and encourages purposeful exploration. Staff model early mathematical language effectively and provide varied opportunities for children to count, compare and explore shapes. Children develop their physical skills well, both indoors and outdoors, through well-planned activities that promote balance, coordination and control. Staff adapt learning for children with special educational needs and/or

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Curriculum and teaching Expected standard

disabilities so that all children participate fully and make steady progress across the curriculum.

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What it's like to be a pupil at this school

Children enjoy their time in this calm and nurturing school. They arrive happily each day and settle quickly as staff greet them warmly and join them in play. Strong, trusting relationships help children feel safe and confident. Younger children seek comfort from familiar adults, while older children eagerly share their ideas and discoveries. This positive atmosphere gives all children a real sense of belonging.

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What it's like to be a pupil at this school

Staff understand each child's background and use this knowledge to create an environment that supports their wellbeing. Natural lighting, cosy spaces and thoughtfully chosen resources help children feel relaxed and ready to learn. Staff talk to children about their emotions and provide quiet areas where they can rest or reset when needed. This careful approach helps children to develop self-regulation and confidence.

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What it's like to be a pupil at this school

Learning experiences reflect children's interests and are planned so everyone can take part. Story sessions are lively and interactive, helping children develop vocabulary and early number skills. Staff introduce new concepts by typically asking questions that encourage children to think, notice and share their ideas. Children show curiosity as they explore activities, from building structures to investigating minibeasts.

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What it's like to be a pupil at this school

Staff work closely with families from the start. They gather detailed information before children join the setting and tailor settling-in arrangements to suit each child. Leaders promote regular attendance and remove barriers that might make consistent attendance difficult. Children with special educational needs and/or disabilities receive personalised support that enables them to join in confidently and make strong progress from their starting points.

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What it's like to be a pupil at this school

Children develop independence through simple routines such as selecting snacks, washing up their plates and cups, putting on coats and tidying away resources. They build positive friendships, play cooperatively and show care for one another. Staff model positive behaviour and children respond respectfully.

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What it's like to be a pupil at this school

As a result, children achieve well. They move through their day with purpose, joy and confidence. Children are well prepared for the next stage of their learning.

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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Next steps

Leaders should continue to ensure that the interactions that staff have with children are of a consistently high quality so that children improve their vocabulary and build their understanding across the early years curriculum.

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About this inspection

The chair of the board of governors in this school is Dean Wainwright.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with school leaders, including the executive headteacher, head of school and other senior and curriculum leaders. The lead inspector spoke with a representative of the local authority, the chair of governors and other members of the governing board during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school does not make use of any alternative provision.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school 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.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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