3 Corners

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is outstanding

Children demonstrate high levels of energy and excitement as they enter the safe, vibrant and well-resourced environment. They have excellent emotional attachments to staff. Children flourish, and they develop superior levels of self-esteem and confidence.

Staff kept in close contact with families during the COVID-19 pandemic restrictions. This helped to support children's emotional well-being and continuous learning. For example, staff provided ideas for children's activities at home and carried out socially distanced visits.

Children make exceptional progress. They start school with an abundance of knowledge a...nd skills and a love of learning. Children are engrossed in a wealth of captivating and highly challenging activities and experiences, which staff expertly plan in great detail.

Children excitedly approach the planting and growing area. They express sheer delight when they observe the first daffodil flowering. Children of all ages curiously explore, investigate and speculate.

Older children test out what happens when they mix natural rainwater from the water butt with coloured rice. Younger children use funnels to channel water down plastic guttering. Children demonstrate exemplary friendships and behaviour.

They share special events, such as birthdays, and patiently take turns while playing mathematical games. Children demonstrate excellent self-regulation. For instance, they use sand timers to share popular resources.

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

Staff plan an inspiring curriculum which is informed by their meticulous observations and assessments. They use a wealth of inventive ways to expand and reinforce children's knowledge. For example, children watch a video of a cow being milked while learning about farms and animals.

Staff replicate this using latex gloves filled with milky water.Staff's interactions ignite children's thirst for learning and their thinking skills. Staff maximise spontaneous learning opportunities.

For example, when children find an insect, staff suggest using a magnifying glass to explore its intricate features.Staff are loving and nurturing. They sensitively help children to express their feelings or worries.

For example, staff read stories and provide resources such as puppets and 'emotion' stones and spoons.Children develop impressive language and literacy skills. They have a wonderful love of stories, which they recall through visual aids, props and role play.

Children spontaneously make marks on a large and small scale. Older children write their names and use words such as 'incubator' when recalling a visit to see the chicks.Staff skilfully support children's physical development.

Younger children excitedly bounce on space hoppers, and older children competently use scissors, tape dispensers and the water butt tap. Staff use discussions, activities and visual aids to help children learn about good oral hygiene and healthy eating.Staff exchange a wealth of information with parents on entry, and thereafter.

This helps staff to meet children's individual care and learning needs. Staff consult effectively with staff from Reception classes when children move on to school and, subsequently, where children attend the out-of-school club. For example, staff complement school topics or events, such as Anti-Bullying Week and internet safety.

Staff reinforce their expectations of children's behaviour exceedingly well. For example, they ring the bell when it is tidy-up time. Children thrive on positive reinforcements, such as the 'star of the day' initiative.

Children develop exceptional independence. They choose to play indoors or outdoors, access the hats and gloves drawer, and put on outdoor waterproof suits. Children keep themselves warm with cosy blankets while listening attentively to stories outside.

Staff reflect each child's uniqueness through books and visual images, and teach children about difference. For example, children visit places of worship, compare the villages they live in and learn about everyone's important celebrations.The manager undertakes extensive self-evaluation to precisely target improvements and continued professional development.

Staff attend a vast amount of training. From this, staff have thought about how they can better use mathematical resources and enhance early writing opportunities through stories.Staff swiftly identify and help children with a developmental delay to catch up.

For example, staff found that new two-year-old children have been affected by the COVID-19 pandemic, in respect of their speech. Consequently, staff put in place highly successful strategies. For instance, they have adapted story sessions and introduced visual picture aids.

Staff have recommended hearing tests and worked with parents to limit the use of dummies, to rule out any other potential causes.

Safeguarding

The arrangements for safeguarding are effective.Staff have an in-depth understanding of child protection issues.

The manager reinforces staff's knowledge. For example, she shares information from safeguarding networking meetings. The manager tests staff's knowledge through quizzes, scenarios and on-the-spot questions.

Staff continually update their training, and the manager completes more advanced training. They promptly refer concerns on, to keep children safe from harm. Staff carry out stringent risk assessments to promote children's health and safety.

Children learn to assess risks during activities, such as balancing on planks, climbing trees, crawling up the muddy bank and sliding back down. They approach risks and challenges with astounding confidence. Staff closely supervise children to promote their welfare.