Corner House Nursery Wistaston

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children smile and happily run into the open arms of their key person in this welcoming, safe and homely setting. The close relationship they have with staff helps them to feel secure. Children are curious and explore the environments which are well planned and resourced.

This supports their development. Babies enjoy singing and smile in delight as they copy the actions modelled by enthusiastic staff. Older children build with bricks, counting as the tower goes higher.

They are developing counting and mathematical concepts. Children explore the textures of cereal, while staff expertly extend language with descriptive w...ords like 'crunchy' and 'crackle'. In the mud kitchen, children make pretend coffee and blackcurrant juice, showing their social skills by offering it to others.

They are careful to remind everyone not to really drink it. They are learning to keep themselves and others safe. Expectations for children are high and there are many learning opportunities carefully planned into activities.

Children, including those with special educational needs and/or disabilities (SEND) are making good progress. Activities are planned following children's interests, this helps them to engage and behave well. They are encouraged to think about behaviour.

For example, at story time, they are asked how they can show good listening. Children respond quickly with 'look at the person speaking'. Staff give lots of encouragement and praise.

Children feel good about themselves and gain confidence.

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

The new manager demonstrates a clear and ambitious vision for children's learning. Parents and staff comment on recent changes to the environment and resources.

Thoughtful development of the outdoor classroom offers children learning opportunities targeted to their age and stage of development. This supports meaningful learning across the curriculum areas.Staff quickly identify where additional support for children is needed.

Strong partnership working with parents and other professionals means children receive support as soon as possible. This helps children to make progress.Overall, most staff use good strategies to develop language, such as using pauses to allow children to think and respond.

However, this is not consistent across the staff team. At times, some staff use closed questions or direct children to say a particular word. This hinders the emerging speaking skills of this group of children.

A love of books is well developed throughout the setting. Pre-school children sit in a group to listen to a story, engaging well and joining in with key phrases. They are learning to engage as part of a group in readiness for school.

However, occasionally, staff use unnecessary background music. This causes children to become distracted and lose focus on their learning.Self-regulation is strongly embedded in each room.

Children are supported to talk about feelings and understand how their behaviour impacts on others. Children are learning social skills and good behaviour.Staff support children to develop resilience.

For instance, children work hard to fit spoons into boxes. With support from sensitive staff, they persevere until they have completed the task. This develops children's confidence and feelings of self-esteem.

The key-worker system is well embedded and this promotes children's emotional stability. Transitions throughout the setting and into school are well planned. Children feel secure and ready to learn.

Personal development and independence are strongly promoted. Children complete self-help skills, for example handwashing and feeding themselves.Close attention is paid to children's allergies and robust systems ensure children are provided with the correct foods for their needs and for family and cultural preferences.

This helps keep children safe.Funding is accessed for children with SEND and this is used appropriately, for example, to fund one-to-one support. This individual support helps children to engage in routines and activities and they make progress.

Safeguarding

The arrangements for safeguarding are effective.Managers and staff have a good understanding of their roles and responsibilities in protecting children from harm. They are aware of the signs and symptoms of abuse and know what to do if they have concerns about a child's well-being.

Regular training and staff discussions are in place to keep safeguarding knowledge consistent. Robust checks are in place for all staff, including those who visit the site regularly, but are not employed directly by the setting. The setting is clean and well laid out with a door-entry system for security and safety of children.

Staff paediatric first-aid training is regularly undertaken. Children's sleep is monitored by staff to ensure safe sleeping.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support the staff team to develop consistency in strategies to progress children's communication and language skills further consider how to reduce unnecessary background noise, to help children remain engaged in their learning.