Bowerham Primary and Nursery School Baby Unit

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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 secures partnerships, enabling children to consistently achieve and thrive.

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.