Corner House Nursery Astbury

What is it like to attend this early years setting?

Children are welcomed with enthusiasm by the manager and staff of this nursery. Their personal development is exceptional. Staff spend time building secure attachments with children of all age groups. Babies are reassured by staff as they shuffle to the inspector to share their puppets and building blocks. Children discuss the benefits and texture of healthy foods. They talk with staff about the need for toothpaste as they learn about teeth and sugar in foods. Children learn the importance of overall health and development.

The manager and staff have a strong focus on communication and the importance of extending vocabulary. Babies eagerly anticipate puppets coming out of a box. They make animal noises as they appear. Toddlers snuggle in with staff as they read books together, copying words that staff model. Pre-school children remember what plants need to grow. They talk about water coming up from the roots as staff skilfully teach them how plants drink water using 'capillary action'. All staff regularly read and sing with children across the nursery. Children build on their existing vocabulary and language skills. Children generally behave well. They listen and respond positively to adults and each other.

What does the early years setting do well and what does it need to do better?

• The management team has crafted an ambitious vision for providing high-quality care and education. Staff praise them for the support they receive regarding their workload and overall well-being. Regular supervision meetings ensure that staff have good knowledge of child development; however, this is not applied consistently in practice. For example, at times, toilet training begins when children are not ready. This does not always build on children's capabilities.
• The nursery has an extremely inclusive and supportive approach for all children. Gaps in learning are swiftly identified. For example, staff make timely referrals and create individual plans to support children with special educational needs and/or disabilities (SEND). As a result, children with SEND make good progress from their starting points.
• Staff prioritise opportunities to develop children's emotional language. Children express their feelings as they attach their names to the feelings board at the beginning of each session. Staff model emotions, using storybooks, engaging children in conversations and teaching them emotion-related vocabulary. Children quickly learn empathy and begin to understand and express their emotions.
• Partnership with parents is a strength of this nursery. Parents and carers confirm that staff provide emotional support and personalised attention to both them and their children. They are particularly impressed with the effective communication that helps them to stay informed about their child's next steps in learning.
• The nursery excels in supporting children through transitions, including starting nursery and moving to school. Staff meticulously organise visits from Reception teachers and provide thoughtfully planned resources, such as family photo books, to help ease these transitions. As a result, children' confidence flourishes and they are exceptionally prepared for new environments.
• Staff encourage children's independence effectively. Children pour their own drinks and help to clean any spills. They help to serve their own food at mealtimes and use cutlery effectively. Children are encouraged to use tissues and wash their hands afterwards. Children have many opportunities to gain confidence as they develop self-reliance and practical life skills.
• Children thrive through exceptional indoor and outdoor opportunities that enhance their physical development. Babies, who are beginning to pull up to standing, develop their core strength by crawling and climbing on the apparatus. Toddlers use their small muscles to squash shells into play dough. Older children use their small muscles to cut flower stems and squeeze pipettes. Children develop their overall physical coordination through age-appropriate challenges and sensory experiences.
• Children are deeply engaged in rich experiences to learn about cultural festivals. Staff support children who speak English as an additional language effectively. For example, older children learn sign language to help them understand alternative ways to communicate with others. Children gain a rich understanding and appreciation of diverse cultures.
• Staff encourage children's positive behaviour. However, when older children display some unwanted behaviour, staff do not always give clear messages to help them understand and learn what is expected of them. Consequently, children do not always understand the importance of following rules.

What the setting must and should do next

The provider should:

• ensure all staff have a secure understanding of child development to enable them to consistently build on children's capabilities
• support staff to consistently deliver clear behaviour expectations to older children.