Cornerhouse Day Nursery

Inspection of Cornerhouse Day Nursery Cross Street, Lees, Oldham OL4 3BT

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Requires improvement

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The provision is good

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.

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The provision is good

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.

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need to do better?

n 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. n 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. n In the main, assessment arrangements are good. Staff regularly assess

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need to do better?

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. n 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

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need to do better?

22 October 2024 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. n 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. n 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

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need to do better?

can improve their interactions with children. Consequently, some children lose engagement in their learning. n 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. n 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.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n 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 n provide staff with more incisive feedback about their interactions with children, to better support children's engagement in their learning n better support children to gain a good understanding of similarities and differences between themselves and others.

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Setting details

Unique reference number EY448406 Local authority Oldham Inspection number 10323828 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 32 Number of children on roll 48 Name of registered person Cornerhouse Day Nursery Ltd

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reference number

Telephone number 0161 624 4553 Date of previous inspection 20 November 2023

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Information about this early years setting

Cornerhouse Day Nursery registered in 2012 and is located in Oldham. The setting employs eight members of childcare staff. Of these, seven members of staff hold an early years qualification at level 3. The setting opens from Monday to Friday, for 51 weeks of the year, except for bank holidays. Sessions are from 7.30am until 6pm. The setting provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector spoke with staff, children and parents at appropriate times during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector sampled documentation and reviewed evidence of the suitability of staff working in the setting. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The inspector conducted a joint observation of an activity with the manager. n Discussions were held with the leadership and management team.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

22 October 2024 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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