Happy Corner Nursery Sheldon

Happy Corner Nursery Sheldon

Unique reference number (URN): 2763466 Address: 246 Cranes Park Road, Birmingham, B26 3SU Type: Childcare on non-domestic premises Registered with Ofsted: 01/12/2023 Registers: EYR Registered person: Happy Corner Nursery Ltd

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Strong standard

Leaders identify children's needs quickly and accurately using their wealth of expertise, tried and tested approaches and their work with national charities. This begins before children join the nursery and ensures that staff are exceedingly well prepared for children to start. Staff consistently access training to enhance their knowledge and expertise to support children with gaps in their learning and development. Staff receive help from leaders to support all children, with a focus on those who face barriers to their learning or wellbeing. For example, the curriculum is focused on providing numerous outdoor experiences to support those children who have limited access to outdoor spaces. Staff make timely referrals, recognising the importance of early identification, for children who are disadvantaged and have special educational needs and/or disabilities to support their needs highly effectively and to help them to make progress.

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Inclusion Strong standard

Staff know children well and are clear about how to support them. Highly consistent strategies to support children are evident across the environment. These include visual timetables and Makaton signs. Staff work with parents and carers to ensure that they have a clear understanding of support they can access and how additional funding is used. Staff consistently access targeted support from other professionals, and leaders use key information to inform their decisions on the use of funding. They source resources for identified areas to meaningfully support children's individual development at nursery and at home. For example, staff send activity bags home to support communication and language and healthy choices to maintain effective engagement at home.

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Achievement Expected standard

Staff ensure that children typically achieve well from their different starting points and are ready for the next stage of their learning and development. Staff focus on progress in communication and language and use assessment to help children needing additional support. Staff training is effective. Staff plan activities and experiences that build on what children need to learn next and reflect their interests. From the outset, staff work with parents and carers to support all children, including those who face barriers to learning. Partnerships with parents are a key strength of the nursery. Parents receive regular updates about their children's learning and understand how they can support them at home. Parents' feedback is positive and used to inform positive change. Leaders support staff to measure children's progress, identify gaps in learning and plan for next steps in their learning.

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Behaviour, attitudes and establishing routines Expected standard

Staff have created a positive environment with warm and respectful relationships. Leaders and staff have high expectations for children's behaviour and attitudes to learning. Staff use praise effectively to support this. The key-person system is a strength, and staff encourage children to be kind. They play alongside one another and interact well. Staff know children well and meet their individual needs. Children demonstrate a genuine love of learning. They are eager to share their ideas and explore the environment. There is a consistent approach to attendance. Staff work with parents and carers to understand the importance of attendance and punctuality. Clear daily routines are supported by a visual timetable and meet the needs of the different ages of children. Staff plan opportunities for child-led play, group activities and the use of the indoor and outdoor environment. There are opportunities

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Behaviour, attitudes and establishing routines Expected standard

for children of different ages to interact.

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Children's welfare and wellbeing Expected standard

Children build attachments with their key staff and separate with ease from their parents as they arrive. Children show they are very settled when they arrive and are excited to start their day. Children's physical and emotional health are supported well by staff who are responsive to children's needs. There is a real sense of community and belonging in the nursery. Staff use praise effectively to recognise children's efforts and achievements. This approach promotes children's self-esteem, builds their confidence and supports their social and emotional development. Healthy and nutritious food is provided each day. All children are encouraged to make their own choices and serve their own food. Children are supported to understand hygiene practices around eating and handwashing. Hygiene practices should be enhanced to support children to understand that covering their nose and mouth when sneezing and coughing can help to reduce the spread of germs and support their good

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Curriculum and teaching Expected standard

Leaders have a sound understanding of their curriculum and are clear on what they want children to know and how to support their next steps in learning. Communication and language is a key focus of the curriculum. High-quality interactions and well-focused assessment help to support children's needs. This includes providing commentary, developing vocabulary and using questions effectively. Singing, rhymes and books are shared throughout the day. Leaders should enhance how children's communication and language is supported during key times of the day, such as around mealtimes, to support children's learning even more effectively in this area. Staff support all children in readiness for their next stage in development, including those with barriers to their learning. Teaching is tailored to meet children's needs. Staff support children's interests and provide engaging resources and activities. The curriculum is

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Curriculum and teaching Expected standard

adapted to ensure that it is accessible for all children. There is a focus on physical development that includes the use of outdoor areas. Children develop core strength and physical skills. Personal and emotional development is promoted through stories and developing children's understanding of feelings. Staff support children's independence and self-care skills effectively through daily routines. This includes serving themselves at mealtimes. Mathematics is woven throughout children's learning.

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Leadership and governance Expected standard

Leaders know the nursery well and are clear on the strengths and areas for development. Leaders work hard to support staff, children and families. Effective systems help leaders to support staff, celebrate their success and provide any required training. They ensure that staff feel valued and supported in their roles. Leaders access support from the local authority and ensure that they stay up-to-date with sector developments and share information with staff. Leaders ensure that the setting is inclusive and have clear systems that support all children and families. Parents speak highly of staff and the support they provide. Parents report how settled their children are and how the staff keep them well informed about their children's learning.

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What it's like to be a child at this setting

Children are excited to attend the inclusive and nurturing nursery. Staff have created a strong sense of community and welcome each child and family, greeting them with a smile and opportunities to share information as they arrive. Before children join the nursery, staff gather key information and use it to plan for each child's learning. Children form secure attachments with staff, and the key-person system is effective. Staff know children and families well. Children confidently seek out their key person for reassurance and comfort when needed. As a result, children feel secure, valued and develop a strong sense of belonging. Staff share information with parents and carers to help them continue children's learning at home and to promote attendance. Parents speak highly of staff.

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What it's like to be a child at this setting

Inclusion is a key focus. Children's needs are identified quickly, and strategies are put in place for support. For instance, staff use visual aids to help children's communication. Staff work closely with local inclusion services and other professionals to secure specialist input. Leaders ensure that funding is used and monitored effectively to enhance children's care and learning. For example, they send home bags with fruit and vegetables to promote communication and language and to encourage healthy choices. Communication and language is at the heart of the curriculum, which supports children's interests well. Children demonstrate a genuine love of learning and immerse themselves in play and exploration.

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Inspector:

Amanda Picken Children flourish personally and socially. Staff provide a calm and well-resourced environment and respond to children's interests. For example, when children shared an interest in sea creatures, staff responded by providing resources including books to help children to find out more. Children behave well and respond positively to staff, who are calm and consistent role models. Staff introduce clear expectations in ways that children understand, helping them to learn what is expected of them. Staff use praise effectively to recognise children's efforts and achievements.

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Next steps

Leaders should enhance care practices, such as hygiene routines, to support children's wellbeing more effectively. Leaders should enhance how children's communication and language is supported during key times of the day, such as around mealtimes.

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About this inspection

The inspector spoke with leaders, a designated safeguarding lead, a special educational needs coordinator, staff, children and parents during the inspection.

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About this inspection

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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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Happy Corner Nursery Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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