Corner House Nursery School

What is it like to attend this early years setting?

All children, including those with special educational needs and/or disabilities (SEND) and those on the pathway to diagnosis, make good progress in their learning and development. Staff working with pre-school children provide high-quality interactions. They deliver the curriculum intent well and challenge children's learning successfully. For example, pre-school children count two sets of blocks. They then add these blocks together to show that seven add three equals ten. Staff also support pre-school children to learn in the same way about subtraction. Pre-school children remove the correct number of blocks from a set to reveal that nine take away two equals seven. Staff give pre-school children time to think. They model the relevant language well to support pre-school children to acquire good mathematical skills.

Staff support children's emotional well-being effectively. Children enjoy their time at this very nurturing and welcoming nursery. They have lots of space to explore outdoors. Children manage simple risks in their play. For instance, toddlers come down the slide on their belly with staff close by to supervise their movements. They run around and kick footballs. Toddlers become explorers as they search for bugs using their magnifying glasses. All children have access to daily fresh air and opportunities to increase their physical skills and abilities.

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

• Leaders and staff are committed to providing a high-quality service. They plan a varied and interesting curriculum for all children. Leaders and staff place a good focus on developing the key skills children will need for their move on to school when the time comes. Communication between leaders and staff is highly effective. This results in a very positive atmosphere and harmonious workforce throughout the nursery.
• Children behave very well. Staff help them to develop their emotional literacy. For example, pre-school children talk about feelings, such as happy, angry and disappointed. They show their understanding of these words as they explain how they 'felt sad when they fell over'. Also, how they were 'proud when they completed a jigsaw on their own'. Staff are very good role models. They demonstrate empathy and warmth and respond to all children's emotional needs very well.
• Babies and toddlers engage in adult-led group time activities. Staff introduce words in meaningful context to babies, such as up and down, as they make movements with material. Toddlers listen to music outdoors and copy actions. For instance, they clap their hands together to show the 'crocodile snap'. Toddlers use their hands to squeeze and roll dough. They have fun as they move their body to music.
• Leaders recognise how staff's good-quality interactions support children's early communication and small- and large-muscle development. However, occasionally, staff do not always consider the size of groups and the differing age and stage of development of the babies and toddlers that they interact with. This means that, at times, intended learning aims are not achieved as effectively as others and some learning is too challenging.
• Children with SEND and those on the pathway to diagnosis are supported by caring and knowledgeable staff. Effective partnership working with parents and other professionals means that children receive targeted support where they need it the most. Staff use small balls to help children develop strength and movement in their hands and arms. Children with SEND show how they can demonstrate their needs. For example, they touch the card that represents their wish to stop or continue with the activity. It is clear to see the warm and trusting relationships that exist between staff and children with SEND. Funding is used well to meet all children's individual needs.
• Leaders undertake safe vetting and recruitment procedures. Staff express how work 'feels like a little family' and say their well-being is highly considered by leaders. Leaders are reflective and identify areas of strength and areas for improvement. Staff benefit from team meetings, supervision sessions and training opportunities. Leaders recognise the importance to continue to coach and mentor staff practice, so that the quality of interaction is consistently of the highest level.

What the setting must and should do next

The provider should:

• support staff to focus more precisely on the intended learning aims and to meet children's individual needs when planning adult-led activities for babies and toddlers
• continue to coach and mentor staff so that the quality of practice continues to build consistently over time to benefit all children.