The Corner House Private Day Nursery

Inspection of The Corner House Private Day Nursery The Cornerhouse Nursery, 94 Lordswood Road, Harborne, Birmingham B17 9BY

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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 Good

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The provision is good

This is a warm and friendly setting with a strong family feel. Staff are pleased to see children and greet them cheerfully when they arrive. Children separate easily from their parents and are eager to come into the setting. There is clear evidence that staff develop strong, nurturing relationships with the children. Staff give lots of cuddles and praise to children. This supports children's emotional security effectively. Children are happy and well settled because they feel secure.

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The provision is good

Staff promote children's well-being effectively. They give clear and consistent messages around health and hygiene. For example, they remind children to wash their hands after wiping their noses. Staff promote discussions around healthy eating and drinking water to 'stay hydrated'. They support children to manage their self-care needs independently from a very early age. Consequently, children acquire important knowledge and skills that prepare them well for later life.

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The provision is good

Staff praise and encourage children often. They reinforce the clear expectations for children's behaviour. For instance, they give children gentle reminders about sharing resources and taking turns. Children willingly comply with requests from staff. Children are polite, respectful and well behaved.

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need to do better?

n Staff have high aspirations for all children and make accurate assessments of their learning. They use this information to plan exciting learning experiences that incorporate children's current interests. For example, two-year-old children enjoy making play dough spiders. Staff challenge them to count the number of legs and eyes they have added. This supports children's early understanding of number. Older children have previously grown sunflowers and strawberries. Staff have left the decaying plants in the garden so that children can observe the changes over time. This effectively promotes children's understanding of the world. n Staff talk with children and support them in extending their speaking and listening skills through the use of songs and rhymes. They engage in dialogue with children continually. Staff narrate play and model language well. They introduce new words, such as 'allergic' and 'vegetarian'. This helps to broaden

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need to do better?

children's vocabulary. Staff adapt their approach and the resources to support those children who need more support to communicate. They use visuals and actions to reinforce language. This enables all children to acquire the language and skills they need to become confident communicators. n The setting adopts a child-centred curriculum. Staff set up inviting learning activities designed to engage children's interests. However, they do not always identify clear enough intentions for learning. This means that teaching is not

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need to do better?

12 November 2024 always sharply focused enough on what they want children to learn and be able to do. Furthermore, children have limited access to some resources. This means that children do not always have opportunities to maximise their learning, make free choices and lead their own play ideas. n Staff take children on regular outings in the community. They enjoy visits to the zoo and the local library. Staff provide experiences and opportunities to teach children about world faiths and cultures through a range of celebrations and events throughout the year. They also encourage children to develop peer relationships through all-age play in the garden. This supports children's wider personal development effectively. n Leaders and staff work to develop a strong partnership with parents. They work together to find out what children know and can do when they first start. Parents receive regular, detailed updates about children's learning and what they

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need to do better?

have done at the setting each day. Staff offer parents suggestions and support for how they can continue to support learning at home. Parents are complimentary of the setting. n Leaders are passionate about delivering consistently high levels of care and education. They have identified the areas for development and have clear plans to ensure that their vision is realised. Leaders regularly engage with staff to support them in their roles. Leaders ensure that all staff have access to training to deepen their professional knowledge in order to improve outcomes for children.

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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 further develop opportunities for children to make deliberate choices about their play that enable them to take a lead role in their learning n consider the intent of adult-led activities so that teaching is well focused to have maximum impact on children's learning.

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Setting details

Unique reference number EY548951 Local authority Birmingham Inspection number 10368095 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 25 Number of children on roll 26 Name of registered person The Cornerhouse Harborne Limited

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reference number

Telephone number 01216810681 Date of previous inspection 7 March 2019

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Information about this early years setting

The Corner House Private Day Nursery registered in 2017. It is situated in Harborne, Birmingham. The nursery employs eight members of childcare staff. Of these, seven hold appropriate early years qualifications at level three. The nursery opens from Monday to Friday, all year round. Sessions are from 7.30am until 6pm. The nursery provides funded early education for children aged from nine months to four years.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n Staff spoke to the inspector during the inspection. n The inspector spoke with the manager about the leadership and management of the setting. 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 observed the interactions between staff and children. n The manager and the inspector carried out a joint observation during lunchtime. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting.

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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

12 November 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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