Rebecca Cheetham Nursery and Children’s Centre

Highlights from Latest Inspection

What is it like to attend this school?

Children eagerly come to school. Wonderful, engaging activities are on offer in the vibrant indoor and outdoor spaces. Fun family events and learning workshops bring parents, children and staff together.

Many exciting trips and theatre visits widen children's experiences.

We saw children happily learning together, and learning safely through activities that help them to make sense of the world around them. The environment provides lots of opportunities for children to choose where to go, for example to nestle in an outdoor reading den and enjoy a book, or to climb a tower, or dig in the sand.

The school is an oasis of calm, purposeful learning. Children learn... the importance of doing their very best. Well-considered activities support even the youngest two-year-olds to persevere when they face difficulties.

Children confidently go to any of the adults in the school if they have worries or concerns. We noticed that behaviour and attitudes around the school were particularly positive. This is because leaders and staff support children to engage with their feelings.

Children form positive relationships with others.

Kindness towards, and a respect for, everyone within the school's diverse community makes Rebecca Cheetham a happy place to learn.

What does the school do well and what does it need to do better?

Leaders, governors and staff want to provide the very best education for all children.

No sense of complacency exists at the school, and all are firmly committed to the school's motto of 'Forging forces to give children the best start in life'. Leaders have developed an ambitious curriculum. This curriculum is rooted in the principles of strong early years practice, and is one which gives children the knowledge and rich experiences they need to succeed.

We saw adults take every opportunity to engage with and observe children while at play. We noticed that adults have an excellent understanding of what each child needs next. They know precisely when to step in and question, or when to step back.

This is because they understand how young children learn. Adults meticulously plan learning opportunities which build on the school's curriculum. Adults talk about building up children's 'sticky knowledge'.

They plan activities which build on children's previous experiences so that they know and can remember more. The promotion of literacy is exceptional. We saw children developing a love of books and learning basic phonics skills appropriate to their age.

A rich diet of carefully chosen books are integral to the school's curriculum offer. Even the very youngest children handle books confidently. Older children name their favourite authors.

They can list the books that these authors have written.

Adults use repetition, rhythm, rhyme, actions and visual props brilliantly to bring stories to life. They make story times very special, capturing children's attention.

We saw children entranced by the sounds and rhythm of the spoken words. Adults plan daily listening and phonics sessions very well.

Staff understand the needs of children with special educational needs and/or disabilities (SEND) well.

Adults talk to parents, and make changes to the curriculum so that it meets their child's needs. Children with SEND are fully included in the school's activities.

Many rich opportunities help children be considerate and thoughtful.

Learning about other faiths and cultures promotes respect for others, and for their feelings and values. Children learn how to stay safe and healthy. They plant and grow their own vegetables in the school garden.

The children enjoy eating the vegetables.

Leaders and governors have an accurate view of the school. They look to see if there is a better way to do something.

Governors and leaders take the views of parents and staff seriously. Staff enjoy working in this school and are proud to be a part of the school's wider community. They appreciate that leaders look after their well-being.

Staff value the strong team-work and training opportunities at the school. Together, they lead on high-quality learning, providing a consistently wonderful education for all.

Safeguarding

The arrangements for safeguarding are effective.

Children's welfare is leaders' top priority. Through training and policy updates, they make sure that all staff have an awareness of a wide range of risks. Staff are clear about their professional responsibilities.

They take seriously their duty of care. Staff engage well with the children's centre, external agencies and parents. They gather necessary information in advance to support children right from the start.

Families see and value this. They also appreciate the time taken by staff to get to know their child. Staff have a deep understanding and awareness of the importance of being alert to children's changing emotions.