Cornerstone Day Nursery & Pre-School

Inclusion: Needs attention

Leaders support staff to identify individual children's needs. They highlight strategies to reduce barriers to children's learning. However, these are not used consistently or shared with staff. For example, children who speak English as an additional language have key words in their home languages to support with communication. However, staff do not use these words. As a result, these children do not not make rapid progress, and this extends the time in which it takes for them to settle in.

While leaders ensure that staff are well trained, they do not ensure that there is consistency in the assess, plan, do and review cycle. This means at times staff do not carefully monitor children's progress carefully or make adaptations swiftly, in order for all children to progress rapidly.

Leaders work closely with external agencies to shape the support given to children, especially those known or previously known to children's social care. They signpost parents to local support groups and other professionals in the community. This ensures that the right support is sought for children when it is needed and helps them to generally make progress from their starting points. A warm and friendly approach aids communication with parents and carers, who speak highly of this.

Curriculum and teaching: Needs attention

Although leaders have a secure understanding of how their curriculum improves outcomes for all children, they do not have full oversight of how the curriculum is implemented across the whole nursery. As a result, the quality of teaching and learning varies across the rooms. Children's exposure to environments rich in language and reading of books are not consistent. During a snack time session, very limited communication occurs. This means that children are not exposed to new vocabulary or sentence structures.

Leaders ensure that all children have the early sensory experiences that they need. Children delighted in exploring cornflour and observing how it feels, looks and changes. This supports children, especially those with barriers towards their learning, to understand the world around them.

For the youngest children, staff prioritise their physical development. Staff teach some small steps that when children practise purposefully, lead to proficiency in their physical skills. Children have wide open spaces to explore inside. Staff provide furniture at varying heights to support the early stages of walking. This enables children to learn and build on what they already know.

Older children develop a love for finding out about the world. During group sessions, children eagerly discuss how police help them and what their uniform looks like. Staff use of props to support children's understanding and promote conversations. Children develop concepts of the past, present and future.

Achievement: Needs attention

Not all children make sufficiently rapid progress. Inconsistent behaviour management strategies mean that children do not consistently know what is expected of them. This leads to unwanted behaviours and a disruption in children's learning.

Children are confident to try new things. They actively seek out their key persons to show them what they have done. During a construction activity, children proudly show their creations. They excitedly discuss what their building could be used for and who lives inside. Children take part in weekly Spanish sessions. Some children happily relay what they have learned with their parents and carers. This supports parents to build on what their children are learning at nursery.

Children generally develop positive wellbeing. They make progress in their physical development and enjoy exploring different ways to move their bodies. Children are keen to show their new skills. They discuss how they have learned to play tennis with independent professionals who come to the nursery. Children explain the step-by-step instructions on how to hit a ball. This supports children to develop perseverance and resilience when facing new tasks.

Behaviour, attitudes and establishing routines: Needs attention

Although leaders are aware of the expectations for children's behaviour throughout the nursery, they do not ensure that staff consistently follow these. There is not a common understanding of behaviour expectations. Some staff do not correct unwanted behaviour with children. This means some children do not consistently benefit from the learning opportunities that are available. Inconsistency in managing children's behaviour and using explicit praise leads to some children not understanding what is expected of them. Staff support some children to collaborate and work alongside their friends. These children are able to share experiences and negotiate turns. This supports them to respect differences and see where they fit in the world.

On occasion, routines do not support children to learn and develop. At times, staff expect children to wait for long periods of time. This has a negative effect on children's behaviour. Leaders work hard to promote the importance of punctuality and attendance. Clear systems are in place to track children's attendance. This ensures that children are exposed to the curriculum and stay safe.

Children's welfare and wellbeing: Needs attention

Staff do not consistently promote children's welfare to a high standard across the nursery. They do not always ensure that all children are aware of how to speak to each other kindly and the impact that their behaviour has on others. For example, some children do not receive encouragement to sit appropriately at the lunch tables. Some leave the tables before finishing what they are eating. This does not support children to learn the expected behaviours.

Staff build secure attachments with their key children. There are effective procedures in place to support children when there are staff absences. Babies and children seek out their key persons for comfort or confirmation regularly. Relationships are sensitive and responsive that reflect a positive culture. Babies crawl into their key persons' laps and share cuddles and giggles. This helps them to feel safe and secure and gives them a sense of belonging.

Leaders and staff understand the importance of supporting children to manage and regulate their emotions. They have prioritised additional funding to develop this area. Leaders have made efforts to make adaptations of the environment to allow quiet and cosy areas. As a result, some children can express how they are feeling and recognise their emotions.

Children are independent learners. Younger children receive opportunities to explore freely and feed themselves. Older children manage their self-care skills with ease. They delight in showing their key persons how they can put on their own coat or help their friends. Children show much enthusiasm when staff choose them to help with the clearing up of lunch tables. This supports them with their transition to the next stage of their learning.

Leadership and governance: Needs attention

Leaders' actions to bring about improvement are largely focused on the right areas of development. They know the training and development needs of their staff, but these do not lead to improvement quickly enough. Staff undertake ongoing training but the impact of this is not always evident. This means that some children with barriers to their learning do not make progress rapidly.

Leaders work well with parents and carers and some professionals. Families who are known or previously known to children's social care receive additional support. Parents are very positive about their relationships with the nursery team. This helps leaders to have a holistic view of each child and generally tailor support for their needs.

Leaders conduct regular supervision meetings with staff. These meetings allow for conversations about their role and ways in which the nursery can support them. Leaders make adaptations to support the needs of their staff. Staff feel they are listened to, and this has a positive impact on their wellbeing. Leaders take on board constructive feedback from external agencies and generally put measures in place to support change.