Helston Day Nursery

Inspection of Helston Day Nursery Helston Community College, Church Hill, Helston TR13 8NR

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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 Not applicable

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The provision is good

Staff know children well. Parents and carers are full of praise for the care their children receive. They feedback that children are safe and happy at the nursery. Staff use what they know about children to create a broad curriculum. They offer children a wide range of trips out to enrich their learning experiences. For example, during visits to the local library, children learn how to borrow books. Staff include reading and singing nursery songs in daily routines. This helps to foster a love of books among children. Toddlers explore books on their own and maintain strong concentration.

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The provision is good

Staff arrange external gymnastic classes for children to help improve their physical skills, such as coordination and balance. They use visits, such as to the local museum and joining the annual 'Flora Day' festival, to help children to build connections with the community and learn about local history. Children visit the local fire station, which helps them to understand fire risks and the people who care for them.

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The provision is good

Staff use various strategies to teach children positive behaviour. They guide children to understand how their behaviour affects others. Children at this nursery are socially confident. They engage in meaningful interactions with their peers and adults. Children have positive attitudes towards their learning. Staff collaborate with local schools to support children as they transition to the next stage of their education.

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need to do better?

n There is a strong focus on guiding children to develop their independence skills. Toddlers learn to be independent, such as by choosing their own snacks. At mealtimes, toddlers sit at low tables and progress from drinking from beakers to open cups. This helps them to develop their independence and table manners. In the pre-school, children remember to wash their hands with soap and water before mealtimes, demonstrating good hygiene practices. n Staff understand the curriculum and the importance of building children's language skills. They generally communicate well with children to help develop their vocabulary. Staff assist pre-school children in remembering words, such as 'palette' and 'paintbrush', during a painting activity. However, when children need additional support, there are times when staff do not take opportunities to further enhance children's communication, ideas and interests. This does not

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need to do better?

maximise children's learning. n Staff have developed a curriculum that recognises the importance of supporting children's understanding in mathematics. However, in their daily practice, staff do not consistently support children to explore and develop an understanding of

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need to do better?

9 September 2025 mathematical concepts, such as counting, quantity, patterns, shape and dimension. n Children are curious and engaged. They are kind to others, with toddlers happily sharing toys with one another. Staff support children to persevere and celebrate children's achievements. Children are resilient. They keep trying to learn new skills until they succeed, whispering 'yes' to themselves in celebration. n Staff guide children to develop their creative skills by listening to their opinions and helping them come up with their own ideas in a creative way. Toddlers explore their imaginations as they play in the home area, where they pretend to cook a meal in a toy kitchen. Pre-school children develop their imaginative skills, such as they dress up in pirate and princess costumes before attending a pretend 'disco'. They move their bodies excitedly to the music, which helps promote their early appreciation of music.

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need to do better?

n Staff often provide adult-led activities in small or large groups. Pre-school children enjoy a daily group session, where they recount the days of the week and the months of the year. However, the organisation of large-group times does not enable all children to participate. For example, staff ask some children to start their lunch while others join a singing session. As a result, some children who want to take part cannot join in. n Staff speak positively about the support they receive for their work and well- being. They feel valued in their role and are encouraged to pursue higher qualifications in early years education. Some staff have recently completed training to support children aged under two years. This has helped to improve their understanding of younger children's needs.

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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 staff's interactions with children so that conversations consistently extend their communication, ideas and interests n extend the curriculum further to provide children with more experiences to explore and understand mathematical concepts, with regard to counting, quantity, patterns, shape and dimension n strengthen the organisation of large-group activities so all children can join in.

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Setting details

Unique reference number 2742808 Local authority Cornwall Inspection number 10399980 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 30 Number of children on roll 26 Name of registered person Truro & Penwith Academy Trust

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reference number

Telephone number 01326657685 Date of previous inspection Not applicable

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Information about this early years setting

Helston Day Nursery registered in 1990 and re-registered in 2023. It operates from a large portable building in the grounds of Helston Community College in Cornwall. The nursery is open each weekday, from 8am to 5pm, during term time and some school holidays. The nursery offers government funded childcare. There are five members of staff, all of whom hold appropriate childcare qualifications at level 3.

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Inspection activities

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 manager and the inspector completed a learning walk of the nursery. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Children spoke with the inspector during the inspection. n The manager and inspector carried out a joint observation of an activity and they evaluated this together. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery. n Parents shared their views of the nursery with the inspector.

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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

9 September 2025 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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