Basnett Street Nursery School

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About Basnett Street Nursery School

Name Basnett Street Nursery School
Ofsted Inspections
Address Basnett Street, Basnett Street Nursery School, Burnley, Lancashire, BB10 3ES
Phase Nursery
Gender Mixed
Number of Pupils 106
Local Authority Lancashire
Highlights from Latest Inspection


There has been no change to this school's overall judgement of outstanding as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might not be as high if a graded (section 5) inspection were carried out now.

The school's next inspection will be a graded inspection.

What is it like to attend this school?

Children are happy at Basnett Street Nursery School. They rush into school excitedly each day.

They love to learn and respond enthusiastically to all that is on offer.

The school has high expectations for every child, including children with special educational needs and/or disabilities (SEND). Childre...n typically achieve well.

Nevertheless, parts of the curriculum are less well thought out. This means that some children do not have the opportunity to deepen their knowledge.

Children enjoy playing and investigating in the well-equipped classrooms and outdoor areas.

They are supported to play cooperatively and to make new friends. Staff step in quickly when children forget to be kind or need guidance, which ensures that unwanted behaviour is addressed effectively. Most children enjoy taking part in daily story times.

However, on occasion, some staff do not read stories well to children.

Children take part in learning activities, such as mixing paint and modelling clay, with confidence. They trust that the staff will care for them and support them.

Children proudly told inspectors that they do 'jobs' by themselves, including cutting their own fruit for snack, hanging up their waterproof suits and washing paint pots.

Children enjoy special activities that capture their interests and imaginations, such as learning outdoors. They relish jumping in muddy puddles and pouring water together.

At the time of the inspection, children eagerly took part in an 'elf hunt'. They squealed in delight as they hunted for an elf in the school woodland area.

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

The school has designed a curriculum that meets the ambition of the early years foundation stage.

It has identified the age-related milestones that it expects children to reach across each area of learning. However, in a few areas of learning, the school has not made the essential knowledge that children need to know and remember clear enough. This means that, on occasion, staff do not place the right emphasis on the knowledge that the children need for future learning.

This sometimes prevents children from learning as deeply as they could and making connections with what they have learned before.

Typically, staff use assessment information effectively to decide what to teach next. The school has modified the way in which staff assess children's learning.

Staff get to know individual children's needs and abilities without completing excessive paperwork. Staff appreciate that these changes have given them more time to support children's learning.

Reading is prioritised across the school.

Many children love to explore the range of books that are available. Adults read carefully chosen books at story times. However, a small number of staff are still developing their own expertise in how to read stories to children at story times.

This hinders some children in developing a love of books and learning about stories.

The additional needs of children with SEND are quickly identified. This includes children who are in the early stages of language development.

The school seeks the advice of other professionals to make sure that appropriate support is put in place swiftly. These children benefit from the support they receive. This ensures that they can access the same curriculum as their peers.

Most children behave well and enjoy playing together. This is because the school has established clear routines and high expectations that are reinforced through positive praise. Staff are readily available to support children's learning.

They help children learn to be kind, share resources and take turns. The spacious indoor and outdoor areas are well resourced with activities that promote children's independence.

The school has thought carefully about children's wider development.

Children learn about diversity among people and families. Visitors are invited into school to provide children with meaningful real-life experiences. For example, children were taught how to build a brick wall by visitors from a building company, and they learn about different types of farm animals through a farm experience.

These experiences contribute well to children's broader development.

Governors are proud of the school. They are committed to ensuring that staff feel valued and that children receive a strong start to their education.

The school is conscious of the pressures on staff's workload, and it takes positive action to minimise this when possible.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few areas of learning, the school has not identified the essential knowledge that children need to learn.

This means that staff do not emphasise and revisit some important ideas and concepts. The school should make clear to staff the key foundational knowledge that it wants children to learn in each area of the school's curriculum. ? On occasion, the school does not ensure that some staff read stories well to children.

This slows how quickly children develop a love of reading and limits their learning about books and stories. The school should ensure that staff have the knowledge they need to make story time a productive opportunity for developing children's communication and fostering a love of reading.


When we have judged a school to be outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be outstanding in March 2013.

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