The Corner House Day Nursery

What is it like to attend this early years setting?

Children settle quickly and enjoy their time at this friendly nursery. They form strong attachments with the staff who know children well. Children show that they feel safe and secure, which supports their emotional well-being effectively.

Children enjoy many sensory play experiences and are encouraged to experiment with media and materials. For example, they have great fun as they explore the colours and textures of the shaving foam, water and pasta. Children excitedly tell adults how it feels: 'very soft and bubbly'. They show good hand-to-eye coordination as they carefully pour the liquids into bottles. Staff get involved with children's play and introduce new words to successfully build on children's developing language skills.

The nursery had a period of closure during the COVID-19 pandemic lockdown. Leaders kept in touch with the families to maintain a link with the children, and provided suggestions of activities to do at home. When children returned to nursery, staff identified that some children needed help to settle and to develop their social skills. Staff helped children to develop confidence, and remain quick to notice when someone may need reassurance and a cuddle to help them try a new experience.

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

• Leaders and staff understand what they want children to learn. They plan a varied curriculum that builds on children's individual interests and helps them make good progress from their starting points. Staff liaise closely with parents and other agencies when they identify children who need additional support. This helps to ensure a shared approach to meeting children's specific needs.
• Children develop their fine motor skills as they manipulate, press and mould play dough. This helps them build their muscles for early writing. Staff provide a range of tools for the children to use with the dough, such as rollers, shapes and cutters. However, staff do not make the most of chances to introduce number, size and shape to develop children's early mathematics.
• Staff provide a calm, consistent approach to help young children learn how to manage their behaviour. For example, they reinforce the nursery 'golden rules' and give clear explanations about any unwanted behaviour. Older children are helpful and show consideration to each other in their play. Staff praise children regularly and use specific schemes, such as the 'pirate reward chart', to acknowledge when children are kind and helpful to others. This helps boost children's self-esteem.
• Children are active and enjoy plenty of fresh air and exercise. For example, they ride balance bicycles and show good control as they climb and balance on the toadstools and planks. However, staff are not always consistent in their interactions with children to extend each child's learning fully.
• Older children are confident communicators. They approach the inspector to ask questions and talk about their play. Children are keen to show off their drawings of flowers and insects. Staff support children to recognise their names to help develop their early literacy skills.
• Children join in with songs, which helps develop their vocabulary. For example, babies smile and move their bodies to the rhythms and toddlers happily join in to sing a familiar song with the staff.
• Staff have established a strong partnership with parents. They comment that they are happy with the care and education their children receive. They value the support from staff with their children's development, such as potty training and managing their children's behaviour.
• Children are provided with nutritious meals prepared on the premises. Staff take account of any specific dietary needs to ensure that children stay healthy.
• Leaders undertake regular staff supervision to support staff, monitor practice and help identify training needs. They have a clear vision for the continual development of the nursery. For example, after restrictions of the COVID-19 pandemic, leaders are reintroducing specific evenings for parents to visit and see their children's work.

What the setting must and should do next

The provider should:

• make greater use of number, size and quantity within the children's play experiences to develop their mathematical skills
• strengthen the consistency of staff interactions with children to support and extend each child's learning fully.