Bowerham Primary and Nursery School Baby Unit

Bowerham Primary and Nursery School Baby Unit

Unique reference number (URN): 2788209 Address: Bowerham School, Bowerham Road, LANCASTER, LA1 4BS Type: Childcare on non-domestic premises Registered with Ofsted: 16/05/2024 Registers: EYR Registered person: Bowerham Primary & Nursery School

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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, children are made safer and feel safe.

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How we evaluate safeguarding

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

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting 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 rapid progress and achieve consistently well across all areas of learning. All children, including those with special educational needs and/or disabilities and those known, or previously known, to social care, show sustained focus and positive attitudes to learning. Learning continuously builds on what children already know and can do so children feel confident when accessing activities.

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Achievement Strong standard

Children build strong relationships with peers and staff. Children learning to share and take turns build excellent emotional resilience and empathy with careful guidance from staff, who have consistently high expectations. Children thrive in the language-rich environment and participate in conversations with staff. For example, while playing they say, 'We're off to the deep dark wood!' This has a very positive outcome for all children's learning and contributes to their speech and language development effectively.

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Achievement Strong standard

Children have plentiful opportunities to learn skills needed to be independent learners, for example, putting their waterproofs and wellies on for outdoor play. Children learn in a calm atmosphere created by staff who ensure children have ample time to process new challenges and experiences and embed their knowledge and understanding. Children are very well prepared for the next stage in learning.

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Behaviour, attitudes and establishing routines Strong standard

Children flourish and achieve in the wholesome learning environment provided by staff. Leaders and staff consistently model high expectations. Staff are calm and reassuring, and children's behaviour is exemplary. Children thrive on the encouragement and frequent praise they receive from staff, and this also significantly contributes to their confidence and self- esteem. Children demonstrate they are eager to 'have a go' and try new things, meaning they consistently reach their full potential.

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Behaviour, attitudes and establishing routines Strong standard

Staff ably anticipate and swiftly identify children who face barriers to their learning and/or wellbeing. They ensure consistent guidance, time and support are provided so that children can participate fully. Positive and nurturing relationships ensure children confidently follow routines that are well rooted in high expectations. Staff are positive role models. As a result, children demonstrate excellent behaviour and have a strong sense of belonging. For instance, they warmly include new adults in their play and show them resources. The children have extremely positive attitudes to learning and, with the ongoing support of staff, children consistently show high levels of perseverance. When children encounter problems, they tackle them independently with attentive staff close by to support as required.

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Behaviour, attitudes and establishing routines Strong standard

Children are remarkably independent in their sleep routines, which is fostered by highly impactful teaching and care. For example, children get into their beds and happily settle down to sleep, reflecting how secure they feel in the care of staff.

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Children's welfare and wellbeing Strong standard

Leaders are committed to prioritising children's welfare and wellbeing. Staff build highly trusting relationships and are attuned to how children are feeling. For instance, children who are upset are cuddled as staff sensitively support them and offer to engage them in play. Staff successfully encourage children's independence. They consistently recognise everyday moments as learning opportunities, such as nappy changing, handwashing and mealtimes. For example, children climb steps for nappy changing, wash their hands before and after eating and are given flannels and a mirror to wash their faces after lunch. This approach is highly effective and supports children to develop key life skills they can use in the future.

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Children's welfare and wellbeing Strong standard

Staff fully understand and swiftly identify the unique needs of all children, including those with special educational needs and/or disabilities. They are responsive and effectively adapt procedures to ensure children are fully supported and their wellbeing is prioritised. Staff are nurturing and respectful and show genuine care. They ensure children's dignity and privacy are maintained during personal care routines. While eating, staff help children to understand the benefit food has for their bodies through impactful conversations. This creates a solid foundation of adopting healthy habits.

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Children's welfare and wellbeing Strong standard

Individualised and meticulous consideration is given to settling children. Leaders make every effort to give them a calm and positive early experience. Parents express full confidence in staff's care, noting that staff understand their child's routines, preferences and needs. Leaders and staff consistently ensure that each child feels safe, valued and supported, reinforcing children's deep sense of belonging.

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Curriculum and teaching Strong standard

The highly inclusive curriculum designed by leaders is ambitious and creative and ignites children's interests and curiosity. Delivery of the curriculum through consistently high-quality teaching ensures children make excellent progress from their relative starting points.

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Curriculum and teaching Strong standard

Personal, social and emotional development is the focus for new starters. Staff work diligently with families to build connections to allow early settling in to be successful and fun. This is supported by parents, who state that staff build trust, care and support in all aspects needed. Once children are secure and settled, communication and language are prioritised through consistently providing language-rich interactions. For example, children describe an object as 'quite soft' during their play.

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Curriculum and teaching Strong standard

The enabling environment supports children's early experiences with developing movement. Carefully thought-out provision allows children to cruise and move safely as they take their first steps. Children are given time to explore a range of resources, and staff warmly facilitate their learning. Children, including those with special educational needs and/or disabilities and those known, or previously known, to social care, are consistently ready for their next transition. Staff's in-depth knowledge of each child's unique needs and stages of development allows them to plan short, sharp, impactful sessions that spark children's curiosity as they progress in their learning journey.

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Inclusion Strong standard

Leaders value and understand children's uniqueness. This ensures all children, including those facing barriers to their learning, consistently thrive in their care. Leaders address the needs of children with focus and passion. They identify gaps in knowledge and respond to barriers to learning promptly. Interventions are implemented effectively so learning remains focused and supportive for each child, including those children with special educational needs and/or disabilities and those known, or previously known, to social care. For instance, leaders liaise with a range of external professionals and assign personalised time for children who require additional support. Leaders' knowledge and understanding of how best to utilise external professional support is evident. This builds trust, shared understanding and support, which is significantly praised by parents. Leaders use their knowledge of children's interests to ignite their curiosity as they access provision and play. As a result, all

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Inclusion Strong standard

children benefit from rich, tailored experiences and opportunities that are inclusive of their individual needs.

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Inclusion Strong standard

Reflective practice ensures the leaders apply robust assessment consistently and impactfully. For example, additions to provision are intrinsically linked to children's interests so those who face barriers to learning engage with high levels of focus. Staff systematically adapt activities to bespoke next steps, so children are successful. As a result, all children make significant progress across their development, reflecting the high success of this inclusive approach.

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Leadership and governance Strong standard

Leaders are passionate about their roles and highly reflective. They work with governors to systematically evaluate the setting's practices and implement initiatives that drive improvement through continuous development. Leaders offer an exemplary programme for professional development that supports staff to have continuous learning that is bespoke to the needs of the children. With extensive training on attachment theory and early brain development, staff have a highly positive impact on children's welfare and wellbeing. Leaders thoughtfully consider staff wellbeing and workloads and respect the valuable contribution they make to both the children and families.

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Leadership and governance Strong standard

Through consistent and proactive supervision, leaders cultivate strong collaboration among staff, parents and a wide range of external professionals. They hold the children's best interests at the heart of all they do and continually strive to offer them the best experiences and opportunities that support their individual learning needs. Provision for children with special educational needs and/or disabilities is excellent. Interventions are promptly in place, and funding is used to close gaps effectively through staff training and enriching learning experiences. Parents are kept well informed and are consistently supported by leaders to continue their children's successful learning and development at home through a shared platform. Parents share their delight and gratitude for the ongoing support leaders provide, describing the pivotal role they play in their child's developmental journey. This further

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Leadership and governance Strong standard

secures partnerships, enabling children to consistently achieve and thrive.

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Leadership and governance Strong standard

Leaders make positive links within their local community, running events for those who need support. They signpost families to support groups, events of interest and sessions that will broaden the children's experiences. Children benefit from weekly sessions at the library to further support their love for reading and early communication. Leaders' willingness to strive for the very best for their children is reflected in their consistent, self-evaluative approach to leadership. This focused attitude results in securing excellent outcomes for all children in their care.

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What it's like to be a child at this setting

Children are excited to learn and are well supported by staff who engage in high-quality interactions alongside them. From the moment they are dropped off, happy children are supported consistently well by their key person. Children benefit from activities that are purposeful, have clear intent and offer experiences that create awe and wonder. For example, children excitedly explore cause and effect when pouring water down ramps at different angles.

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What it's like to be a child at this setting

Children's barriers to learning are skilfully reduced by leaders and staff who are dedicated to supporting their every need. For instance, swift interventions are established so children receive bespoke support in exploring sensory bags to build early communication. This support ensures children make excellent progress from their relative starting points. Children are well prepared for their next steps and transitions through a carefully crafted curriculum designed by leaders and staff who work effortlessly together to gain the best for each child. For example, children's interests are carefully incorporated into the provision to encourage peer interaction and communication. Parents share how delighted they are by the care their children receive and how well supported their children are in all aspects of their development.

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What it's like to be a child at this setting

Children benefit from early communication being a priority by staff, who ensure every interaction is purposeful and high quality. For example, during personal care, staff talk to children about their body parts and children eagerly point them out, learning words such as 'elbow' and 'shoulder'. Children at the early stages of communicating babble and expressively display their joy while playing. Other children show high levels of engagement as they read stories together with staff.

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What it's like to be a child at this setting

Children flourish in a nurturing environment established by leaders and staff who have focused on the importance of establishing secure attachments. Children are valued as individuals, and their interests are celebrated through carefully crafted activities that spark their curiosity. Children's success and wellbeing are at the forefront of the staff's intentions. All children demonstrate a clear sense of belonging, are confident and grow in independence from the earliest ages in their learning and routines.

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Address:

Bowerham School Bowerham Road LANCASTER LA1 4BS

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Bowerham Primary & Nursery School

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Address:

Register(s): EYR Children benefit from the positive relationships leaders and staff build with families. Together, they work to support the best outcomes for every child. Leaders are flexible with their session offering and settling-in sessions, which promotes good attendance and allows children to flourish significantly from the beginning of their journey at this setting.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers to children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs and disabilities coordinator and parents during the inspection.

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About this inspection

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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 17:45

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

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

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Strong standard

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

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Expected standard

The setting 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 setting 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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