Cornerhouse Day Nursery

What is it like to attend this early years setting?

The setting's ethos of providing children with a 'warm, caring and welcoming environment' is what makes this setting so special. Staff are nurturing and kind. They are good role models and show genuine care towards children. For example, staff beam with delight when they see children arrive each morning. Children embrace staff with hugs and are eager to engage in play with them. Staff provide children with clear expectations for their behaviour. They teach children right from wrong. Children know what is expected of them and they behave well.

Overall, children get off to a flying start in their early education. Staff plan a suitably ambitious curriculum, which is built on what they already know about children. For instance, children learn about different seasons by going on nature walks with staff. Children's individuality is supported incredibly well. Staff help children to build on their imagination and creativity. For example, children are excited to enact the roles of superheroes outdoors. They spend time creating artwork in the style of different artists. Children take pride in their achievements. They share construction models with staff and showcase their dance moves. Children have a strong sense of belonging. They develop good levels of independence and are well prepared for their eventual move on to school.

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

• The setting has worked hard to address the weaknesses that were identified at the last Ofsted inspection. Self-evaluation is accurate. The setting reflects on how it can help improve outcomes for children. For example, staff have provided babies with more physical challenge during their play. Babies enjoy crawling and use low-level climbing apparatus with confidence. They develop excellent large-muscle skills.
• The setting has adopted a broad and balanced curriculum, which keeps children interested to learn. It has identified the important knowledge that children should learn and when this should happen. For example, children are fascinated while learning about space. Staff build on this by teaching children about the different planets and spacecraft. Children excitedly discuss their favourite planet and are eager to showcase spaceships that they have created.
• In the main, assessment arrangements are good. Staff regularly assess children's progress and plan suitable activities to help to narrow any potential gaps in learning. However, the current arrangements for sharing information with parents and carers about their children's assessments are not consistently implemented. This means that some parents are not clear about their children's current level of development.
• Reading is a priority across the setting. Staff foster children's love of reading effectively. For example, they carefully select age-appropriate texts that help to ignite children's imaginations. Children relish story time. They sit with their friends and gasp in anticipation while staff read to them. Children enjoy visiting the local library. They select books to read with their friends and talk about their favourite characters.
• The setting has provided staff with a range of training that has helped to develop their understanding of child development and the curriculum. For example, staff understand how they can better support children's communication and language skills. They listen to children with interest and introduce new vocabulary. Children are confident communicators.
• Staff receive the relevant support during supervision and appraisal meetings. Their well-being is given priority and their workload is managed well. However, there are some variabilities in the current arrangements for staff's coaching. This means that some staff do not always receive incisive feedback about how they can improve their interactions with children. Consequently, some children lose engagement in their learning.
• In the main, staff teach children well about the world around them. Children relish learning about festivals and celebrations. However, staff do not broaden children's understanding of people and communities beyond their own. This means that some children do not learn enough about similarities and differences between themselves and others.
• The support in place for children with special educational needs and/or disabilities (SEND) is excellent. Interventions are sourced quickly and children with SEND get the support that they need. Links with external professionals are good. Children with SEND flourish at this caring setting.

What the setting must and should do next

The provider should:

• strengthen the arrangements for sharing information with parents about their children's assessments, so that they have a better understanding of their children's level of development
• provide staff with more incisive feedback about their interactions with children, to better support children's engagement in their learning
• better support children to gain a good understanding of similarities and differences between themselves and others.