Camrose Early Years Centre for Children & Families

Families

Address: Streatfield Road, Spencer, Northampton, Northamptonshire, NN5 7DE Unique reference number (URN): 131151

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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

A significant number of children have not developed key early childhood skills when they join the nursery. They may struggle to communicate, lack confidence and can find it hard to sustain attention. However, as a result of the precise and often individual support that children receive, they make notable progress from their starting points.

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Achievement Strong standard

Leaders prioritise the most important skills that children need to experience success. They focus on early language. They make sure that all children, including those who are non- verbal or who have English as an additional language, get the extra help they need to communicate with others. Children develop positive attitudes to their learning and demonstrate curiosity and resilience. They have plenty of opportunities to develop their core strength and fine motor skills. Older children use accurate pencil grips to draw and to begin to form letters. Children show an increasing interest in early reading and number. By the time children leave the nursery they are very well-prepared for new opportunities and challenges.

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Attendance and behaviour Strong standard

Even before children join the school, leaders send a clear message to parents and carers that children should attend school on every possible day. The school has clear systems in place to respond when children do not attend school. They track and analyse children’s attendance. They take great care and time to understand why children may not be in school. They provide parents with well-considered and timely support so that the barriers that may prevent children from attending school can be removed. Parents have absolute trust in the adults in school to take good care of their child at school. As a result, children attend well.

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Attendance and behaviour Strong standard

Children benefit from the kindness and patience of staff who act as role models. Staff have a deep understanding of children’s early development. They are well-placed to provide children with the help they need to cope in a busy nursery setting. They protect them from any kind of discrimination, or bullying. Staff have consistently high expectations of children’s behaviour as they learn, as well as in their social interactions with others. They use gestures and visual prompts to communicate and remind children of these expectations. Children get on very well together. They show respect for one another and manage their feelings in an age-appropriate way. The school is a happy and harmonious place.

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Curriculum and teaching Strong standard

The school has designed a curriculum with meticulous care with the school’s context and children’s needs in mind. It sets out precisely what children need to learn, and when across the seven areas of learning. It identifies the key knowledge that children should acquire through adult-led learning as well as the skills that they will develop and practise through child-led learning. It is suitably ambitious, enables children to flourish and prepares them well for the next step in their education. Staff deliver the curriculum with great skill. They use wide-ranging creative activities to engage children in their learning. For example, younger children develop their vocabulary as they taste exotic fruits linked to their class text ‘Handa’s Surprise’. Children also engage enthusiastically in water play, colour mixing, music games and opportunities to experiment with different materials to mark-make. Staff support children effectively in their play. They

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Curriculum and teaching Strong standard

use ‘teachable moments’ to extend their knowledge and skills. They provide high-quality interactions: they ask questions; they model language and they narrate play.

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Curriculum and teaching Strong standard

Staff identify children who need more support to learn and step in promptly to provide this help. They expertly adapt their teaching so that children who face additional barriers can experience success.

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Inclusion Strong standard

The school’s understanding of children’s individual needs is second to none. Staff are determined that all children, including those with special educational needs and/or disabilities, those who receive early years pupil premium funding and those who speak English as an additional language will access the breadth of the curriculum and experience success. The school uses the additional funding they receive with great care to maximise the support they provide for the most vulnerable children in school.

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Inclusion Strong standard

Staff go to great lengths to include the views of parents and carers, as well as external agencies. They waste no time in building a detailed profile for disadvantaged children. They use this information well to set precise targets that will help children to take the steps they need to overcome their personal challenges, as well as their barriers to learning. Staff receive a wealth of training. This means they are well-placed to provide a vast range of interventions, adaptions to the learning environment and individualised support programmes to make sure that children take the necessary next steps. Children’s progress towards these targets is robustly reviewed. Parents and carers benefit hugely from the useful advice and guidance the school provides so that they can continue to help their children at home.

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Leadership and governance Strong standard

Leaders believe that every child who attends the school deserves the best possible education. They put children and their families first in all their work. Since the last inspection, they have provided a highly strategic steer as they have worked to improve the school. They are early years experts and have a clear rationale for the decisions they make that are firmly rooted in the information they gather and analyse about the school. They ensure that staff, governors and parents and carers understand these decisions and feel part of the changes that have been made. As a result, the school has gone from strength to strength.

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Leadership and governance Strong standard

Staff benefit from the support and training they receive to develop their skills and knowledge. They value the positive working environment that leaders have created and work well as a team. They appreciate that their workload and wellbeing have been considered as the necessary changes have been made.

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Leadership and governance Strong standard

Governors provide an additional layer of quality assurance for the school. They are proud of all that the school has achieved in recent years. They draw on a wide range of information to make sure that they have an accurate view of the school. They are sharply focused on school improvement and balance their support for leaders with appropriate challenge.

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Leadership and governance Strong standard

Parents and carers are made to feel welcome when they visit the school. They deeply appreciate the staff and recognise how the school is helping their child to thrive and flourish.

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Personal development and wellbeing Strong standard

The school has designed the personal development programme with the same degree of care as the academic curriculum. The school’s key objectives for this offer include the following: that children will learn to take risks; become inquisitive and curious; have a desire to communicate; show concern for others; feel safe and secure, and to be respectful and be respected. Kindness is also prioritised. When children show care for others, it is noted on a leaf and added to the school ‘kindness tree’.

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Personal development and wellbeing Strong standard

Leaders have established a ‘cultural capital calendar’ so that children can celebrate their own traditions as well as those of others. During the course of the year children participate in Diwali and Romanian Easter celebrations as well as Christmas events, including a visit from Father Christmas. This helps children to understand that other families may have lives that look different to their own and shapes their understanding of the wider world. The school also uses well-chosen texts to sensitively prepare children for life in modern Britain in an age-appropriate way. For example, children learn about safe touch, road and sun safety and stranger danger.

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Personal development and wellbeing Strong standard

Staff are attuned to children’s interests. They know that many children are intrigued by the natural world. In response, the school provides children with lots of opportunities to appreciate their environment. Children go on an autumn walk, observe the life cycle of a butterfly and watch duck eggs hatch. They take great care of the sunflowers that are growing in their outdoor area.

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Personal development and wellbeing Strong standard

Care for children’s wellbeing is a core purpose of the school’s work. Staff have a vast array of strategies at their fingertips to help children feel safe and happy at school. They provide pastoral support for all children and tailor their work further for children who need more support. The school includes parents and carers in this offer because they know that by helping families, they are helping children.

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

Camrose Early Years Centre ensures that children receive the very best possible start to their education. Children thrive in a highly caring and supportive environment. Children settle quickly when they arrive at the school because they are welcomed enthusiastically by staff and greeted like old friends. Children develop strong attachments to their key worker, as well as other staff. They feel safe and secure and do not hesitate to turn to staff for a kind word, encouragement or a helping hand. Staff know each child remarkably well and use their personal interests to engage them in their learning and to stimulate their imagination. Children get on well with each other throughout the school day. They make good friends who they enjoy playing with in their games and learning activities. They work cooperatively to help each other to reach shared goals. For example, they take turns to fill a water container and work together to tidy up at the end of the day. If children fall out, staff help

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

them to resolve the problem. Children know the expectations that staff have for them. In group sessions they listen, look and are quiet when others are speaking. At mealtimes and snack times they know that they need to wash their hands and sit at the table until they have finished eating. These well-established routines mean that the school day is purposeful and calm. When there needs to be a change to these routines, such as days when it is too hot to play outside, staff sensitively help children to understand and accept the reasons why.

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

The school forms close working relationships with parents and carers. They provide ‘stay and play’ sessions, a lending library and a ‘donation station’ with clothes and toys. Parents value this support and hold the school in the highest regard.

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Next steps

Leaders should ensure that newly appointed, or less experienced staff, develop the same advanced skills to enhance children's learning and play as more experienced staff.

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About this inspection

The co-chairs of the board of governors in this school are Cath Draper and Abigail Mosley.

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About this inspection

The school is part of the Foundations for Children Nursery School Federation.

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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 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 the headteacher, the deputy headteacher and other members of the senior leadership team during the inspection. The lead inspector met with representatives of the governing body, including one of the co-chairs of governors. A discussion also took place with a representative of the local authority.

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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 operates provision for 0-2-year-olds on the same site. This is inspected separately by Ofsted Early Years inspectors.

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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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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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Pupils with an education, health and care (EHC) plan

The school admits two-year-old children to the nursery.

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Pupils with an education, health and care (EHC) plan

The school does not make use of alternative provision.

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Pupils with an education, health and care (EHC) plan

Since the last inspection, the deputy headteacher has been appointed.

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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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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.

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Urgent improvement

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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