The Cosy Corner Day Nursery Limited

The Cosy Corner Day Nursery Limited

Unique reference number (URN): 2760908 Address: 41 Thornhill Road, Halesowen, West Midlands, B63 1AU Type: Childcare on non-domestic premises Registered with Ofsted: 15/11/2023 Registers: EYR Registered person: The Cosy Corner Day Nursery Limited

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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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Achievement Strong standard

Children thrive and make strong progress across all areas of learning and development. Children's progress is tracked closely from the start, and any gaps in learning are swiftly identified. Leaders ensure that there is a strong foundation in the prime areas of learning, with a particular focus on children's emotional security. Children's communication and language skills are prioritised, and additional support is put in place where needed so that children can express themselves and take an active role in the curriculum. All children are highly curious learners. They persevere when faced with challenges. For example, they work together to problem-solve and find ways to 'free' the fairies from the ice blocks. Children thoroughly enjoy physical activities, which promote their good health. They enthusiastically join in action songs during music activities. Leaders and practitioners promote children's independence well. Children learn self-help skills, such as putting on their

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Achievement Strong standard

boots and coats. Practitioners thoughtfully provide activities to ensure that older children are very well prepared for their transition to school. For example, children pinch and squeeze the play dough resources and use large tweezers to pick up items. This supports their small hand physical skills in preparation for early writing.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and practitioners establish clear routines and consistent boundaries, while taking into consideration the learning styles and emotional needs of all children. They set achievable targets for children and consistently praise children's best behaviour with an understanding of how children learn best. This means that children are extremely focused on their learning and behave well. They play with their friends and notice others' feelings. There is a calm and relaxed feel across the setting. Children are not rushed to move on. Instead they spend time reinforcing their learning and fully exploring the full potential of each learning opportunity. They are supported by kind, compassionate and understanding practitioners who know them very well. Practitioners support children to notice their feelings and emotions, acknowledging where children feel the need to be close to their key person when they are unsure. They quietly acknowledge children by drawing them close and

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Behaviour, attitudes and establishing routines Strong standard

offering the emotional support they need.

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Behaviour, attitudes and establishing routines Strong standard

Leaders ensure that any attendance concerns are followed up on promptly. Close partnerships with children and their families mean that there is an open relationship to support all children to enjoy their time at the setting. Ongoing discussions, personalised plans implemented to support any gaps in learning, and an open-door policy are all effective in helping overcome any barriers to learning.

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Children's welfare and wellbeing Strong standard

Children benefit strongly from the caring, sensitive, trusting and warm relationships they have with their key person. Practitioners understand the importance of nurturing children's emotional and physical health. The routines of the day and the curriculum provide plenty of time for practitioners and children to spend time together, where they learn and explore collaboratively. As a result, children's wellbeing is supported thoroughly and consistently.

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Children's welfare and wellbeing Strong standard

Children develop an understanding of hygiene as they are supported to be independent in toileting. Their privacy during these times is considered by thoughtful staff. Leaders work closely with parents to ensure they provide healthy packed lunches. Practitioners model healthy eating as they eat their own lunch sitting alongside children, valuing this important social time. Leaders accommodate any allergies or alternative diets as a result of working closely in partnership with parents to ensure children's needs are met.

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Children's welfare and wellbeing Strong standard

Children enthusiastically learn about what it means to stay safe. They learn about road safety on outings, and even the youngest children understand the simple rules in place in the woodland area, so they can play safely while there. Fresh air and exercise are available for a large amount of the day, and children access the local and wider community frequently. This helps them develop a sense of belonging.

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Curriculum and teaching Strong standard

Leaders and practitioners have a shared passion and professional enthusiasm for the ethos of the setting. This means that children benefit from a rich, well-planned and challenging curriculum with lots of invitations to play, explore and investigate. Outdoor learning is a real strength of this setting. Children have plenty of opportunities to explore nature in the outdoor woodland area and the outdoor classroom.

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Curriculum and teaching Strong standard

The teaching is of high quality. Practitioners have expert knowledge of child development and all areas of learning and use this knowledge to assess children's development and progress. This, combined with their strong focus on children's emotional security, means that they know the children extremely well and can quickly identify gaps in learning. Staff use their knowledge to adapt activities and tailor their teaching, for example where they know there are barriers to learning for some children. Practitioners are all naturally interested in children's learning and passionate about how they can best support them.

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Curriculum and teaching Strong standard

Children make strong progress across all areas of development. They learn mathematical ideas through their play. For example, they use mathematical language as they 'squeeze' the coloured rice into small containers. Staff annotate children's play as they notice that pots are 'half full', 'half empty' and 'empty'. Children's communication and language is of high priority and supported through quality interactions, storytelling and developing a love of books. For example, children relish helping to retell the familiar traditional tales as they say what is coming next while adults read the story. Later, they use home-made wooden spoon puppets to re-enact the story for their friends. Children hear a wide range of vocabulary as they talk with practitioners and confidently use words such as 'ambitious' as they play.

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Inclusion Strong standard

All children are fully included because leaders and practitioners prioritise getting to know them quickly. Open and trusting relationships with children and their families are consistently and successfully nurtured right from the start. Two-way communication is very effective in ensuring that everyone knows about children's experiences, development, needs and progress. For example, daily conversations between the child's key person and parents outline exciting milestones or any ongoing concerns. This means that everyone is fully informed and can help support individual needs swiftly.

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Inclusion Strong standard

Leaders have very high expectations of all children and make sure that the right support is targeted. Highly qualified and experienced practitioners observe children closely and assess any needs promptly. This helps them to quickly highlight any barriers for learning or any additional needs that may need further support. Leaders act promptly to put in place appropriate additional support for any child who may need this. Furthermore, they rigorously monitor children's progress to address any barriers to learning. Leaders and practitioners work closely alongside other professionals to ensure that the right support is prioritised swiftly. They understand the importance of using additional funding appropriately to further secure children's ongoing development. For example, additional one-to-one support is available, and specific sensory resources have been funded. This ensures targeted opportunities to further enhance the children's learning and development needs.

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Leadership and governance Strong standard

Leaders have incredibly high expectations that are successfully embedded in practice. They have a clear focus on the curriculum, which reflects the ethos of their provision. Leaders know what they would like to do to further improve the provision and have a comprehensive plan in place to achieve this. Leaders work closely alongside practitioners and support them very well. They are visible and involved in teaching every day. As a result, they successfully lead the way in implementing their high expectations. Robust processes and an invested mindset mean that leadership is focused and effective. Leaders are passionate about supporting all children to thrive and be ready for the next step in their journey. Leaders quickly establish strong and effective partnerships with parents through daily conversations or through an online forum. This means they can involve children and their families in nursery life and ensure consistency in children's care and learning.

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Leadership and governance Strong standard

Practitioners' wellbeing is supported because the team works in partnership and is empowered to take ownership of providing exciting activities and interesting invitations to play. As a result, practitioners take pride in what they do. They show a mindful commitment to meeting the needs of all children, and this is visible in daily interactions. Leaders value their contributions and listen to what they have to say. Staff have frequent opportunities to develop their knowledge and understanding through access to training. This supports practitioners to meet children's needs even more effectively. For example, recent training on language intervention techniques has enabled staff to further support communication and language development for all children.

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

Children are comfortable, calm, happy and inquisitive learners in this setting. This is because leaders and practitioners create a safe, welcoming and homely space where children settle quickly. Children have time to play and explore and practise skills because the routine is not rushed. Furthermore, interactions are sensitive and quietly supportive. Children's individuality and personalities are expertly nurtured. This is because skilled practitioners recognise the importance of secure emotional development as a platform for good progress and learning. As a result, children are motivated, enthusiastic and ready to learn as they take every opportunity to explore and investigate the rich, well-planned environment.

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

Children are completely focused and engrossed as they play and explore, indoors and outdoors. They confidently make decisions about what they want to do and lead their own play. They explore their own ideas and investigate what might happen next. For example, they notice the ice is 'cold and slippery' when they pick it up and investigate whether it will break as they hit it harder and harder with a small hammer. Children benefit from leaders' vision of a well-thought-out curriculum, which is rooted in strong early years practice. As a result, they make strong and consistent progress across all areas of development as they actively learn and think critically as they play.

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

Children are expertly supported by leaders and practitioners who are attuned to their individual needs. They know the children and their families extremely well and build strong and effective partnerships. This means they can quickly check on any absence and offer support where needed. Leaders and staff are passionate about how they can best support all children to achieve and thrive. All children are safe, secure and able to flourish because leaders and practitioners follow and implement robust processes, with a clear focus on independence. For example, children recall their road safety knowledge as they go on weekly outings to the local shops.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, parents and children during the inspection.

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Address:

41 Thornhill Road Halesowen West Midlands B63 1AU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Cosy Corner Day Nursery Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 16:00

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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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Age range of children at the time of 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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Age range of children at the time of inspection

A quality assurance visit by an additional inspector was carried out during this 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

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

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