Kids Corner Nursery Whitley

Kids Corner Nursery Whitley

Unique reference number (URN): 2804422 Address: Whitley & Eggborough Cp School, Learning Lane, Whitley, Goole, DN14 0WE Type: Childcare on non-domestic premises Registered with Ofsted: 02/08/2024 Registers: EYR, CCR Registered person: Kids Corner Whitley 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 are happy, confident and thriving within the setting. They are emotionally secure. Relationships with staff, peers and parents are positive. Staff encourage children to listen attentively and respond appropriately to simple instructions, enabling them to participate successfully in routines and activities. Children show growing independence in self-care, confidently washing their hands before handling and preparing fruit and demonstrating a clear understanding of hygiene expectations. Children use age-appropriate and, occasionally, advanced physical skills, such as safely cutting fruit, showing good coordination and control. They take pride in their achievements, eagerly sharing their creations with adults and engaging positively in collaborative activities with parents.

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Achievement Strong standard

Some children apply mathematical language within play and conversation, using terms, such as 'more' and 'lots' to describe quantities and sizes. During mealtimes, they demonstrate aspiring personal, social, and communication skills by engaging in meaningful discussions, recalling past events and talking about important people in their lives. They eat with increasing independence, manage routines confidently and show developing self-help skills that prepare them well for future learning.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate positive behaviour and a good understanding of routines throughout the day. They sit well during mealtimes, engage in conversations with adults and peers and show respect for others by listening and taking turns in discussions. Mealtimes generally provide valuable opportunities for children to develop communication skills, with staff encouraging conversations about food, family experiences, colours, patterns and mathematical concepts, such as size and quantity.

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Behaviour, attitudes and establishing routines Strong standard

Children show increasing independence and responsibility. They confidently pour their own drinks and respond positively, when accidents occur. Staff support children to manage spills independently, encouraging them to wipe tables and take responsibility for their environment. This helps children develop resilience, self-help skills and confidence in managing everyday tasks.

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Behaviour, attitudes and establishing routines Strong standard

Babies are supported to develop independence through the introduction of open cups, preparing them well for future transitions. Older children demonstrate strong self-care skills by independently clearing plates and washing their hands, showing a secure understanding of daily routines and expectations.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between children and adults are warm and respectful, contributing to a calm and positive atmosphere.

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Children's welfare and wellbeing Strong standard

Children's welfare is supported highly effectively through warm, nurturing relationships. Staff have a shared focus on meeting children's individual needs to a very high standard. Staff tailor their support, providing lots of reassurance and encouragement that helps children develop confidence, resilience and emotional security. Staff promote healthy and balanced diets by encouraging children to try new foods and fruits to keep their body happy and healthy. Staff recognise children's achievements through offering high levels of praise, which strengthens their self-esteem and encourages children to take pride in their accomplishments.

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Children's welfare and wellbeing Strong standard

Leaders use additional funding effectively to address identified areas of need. Resources and targeted support enhance children's sensory development, communication skills and social engagement. This enables children to access learning and make progress. Parents speak positively about the support their children receive and value the partnership with staff. As a result, children overcome self-care barriers, including difficulties with eating. They become more confident in trying new foods, textures and tastes, promoting healthier lifestyles.

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Children's welfare and wellbeing Strong standard

Transitions are carefully planned and supported by leaders. Children develop the independence, social skills and emotional security needed for their next stage of education. They form positive relationships with peers and adults. Children's emotional wellbeing skills prepare them for future learning.

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Curriculum and teaching Strong standard

Teaching supports children to make good progress across the curriculum and promotes positive attitudes to learning. Staff provide a range of engaging experiences and at their strongest they demonstrate highly effective interaction skills. They use rich vocabulary, mathematical language and clear narration during play to extend children's communication and understanding. Children benefit from explanations that help them make sense of new concepts and confidently use descriptive language to discuss colour, size, shape and other properties within their play.

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Curriculum and teaching Strong standard

Staff promote positive behaviour and social development effectively. During activities such as fruit preparation and pancake making, children learn to share resources, wait their turn and respect others. Staff model kindness and encouragement, supporting children to praise each other's achievements and discuss emotions. As a result, children are emotionally secure, considerate and develop advanced social skills.

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Curriculum and teaching Strong standard

Children demonstrate sustained concentration as they listen to stories, join in with songs and engage in mixed-age learning experiences. Staff successfully maintain children's engagement through enthusiasm, questioning and skilled re-direction. Children show imagination and creativity in role play and are eager to try new experiences.

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Curriculum and teaching Strong standard

Babies receive sensitive support to explore and investigate using their senses. They confidently engage with treasure baskets, mark making and sensory play experiences, helping to develop physical skills, curiosity and early communication. Across the setting, children participate in well-planned, small-group activities that focus on key curriculum intentions, including listening, attention, communication and physical development. The quality of teaching is generally consistently strong across the staff team. Most staff expertly extend children's thinking and learning and use high-quality interactions to deepen understanding and extend learning further. Any new and less experienced staff are supported effectively to raise the standard of their practice by leaders.

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Inclusion Strong standard

Staff demonstrate a commitment to inclusion and provide effective support for children with special educational needs and/or disabilities (SEND). Key persons know children well and sensitively engage in their preferred play spaces following children's interests to promote engagement and learning. Staff use strategies such as slower speech, simplified language, gestures, role modelling, eye contact, and positioning themselves at children's level to support communication and understanding. For example, staff use books and visual prompts effectively, such as pointing to illustrations and body parts, to develop children's vocabulary and comprehension.

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Inclusion Strong standard

Children benefit from secure relationships with their key workers, helping them feel safe, valued and confident to participate in learning. Staff regularly reflect on children's individual needs and make reasonable adjustments to activities and experiences to ensure children can access learning successfully. Enhanced support is provided, where required, and gaps in development are identified quickly. Support plans are implemented to help overcome barriers to learning and promote progress. Leaders of SEND demonstrate secure knowledge and they work closely with staff, parents and external professionals to ensure children receive consistent and targeted support. Effective communication and partnership working contribute positively to children's development and wellbeing. Parents are actively involved in their children's learning and regularly discuss progress with staff, strengthening continuity between home and the setting.

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Inclusion Strong standard

Children make progress through targeted interventions and adaptable teaching approaches. Staff identify next steps for children that help them build on what they know and can do and make very positive progress in their learning. Leaders regularly review their SEND provision as a priority across all their nurseries and provide regular training to staff, including those with responsibility for SEND. Leaders have identified further development of SEND provision as a priority and have planned additional training to strengthen practice and ensure targets are consistently achievable and show impact.

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Leadership and governance Strong standard

Leaders demonstrate a passionate commitment to continuous improvement. They regularly review practice with external professionals to evaluate the impact of provision on children's care, learning and development. Leaders have a clear understanding of the curriculum and the purpose of adult-led experiences, ensuring small-group activities are purposeful, engaging and focused. Leaders prioritise progress of key skills, such as communication, listening and attention. Mixed-age learning opportunities are used effectively to encourage peer learning and support.

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Leadership and governance Strong standard

Staff report high levels of job satisfaction and feel valued, supported and encouraged in their professional development. Leaders prioritise staff wellbeing by managing workloads effectively and promoting a positive work-life balance. This contributes to a motivated team that takes pride in supporting children and families within the community.

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Leadership and governance Strong standard

Leaders ensure staff remain informed of current requirements and regularly reflect on teaching, care and provision. They generally maintain positive outcomes for children, staff and families. Additional funding is used effectively to enhance language and communication opportunities. Professional development continues to strengthen staff knowledge and practice. As a result, many children demonstrate advanced listening and speaking skills.

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Leadership and governance Strong standard

Awe-inspiring partnerships with parents support continuity between home and nursery. Leaders place a high priority on transitions and attendance, helping children to generally develop the confidence, independence and skills needed for future learning.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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

Children experience a highly stimulating and nurturing environment, where they explore their 'learning landscape' with curiosity, confidence and enthusiasm. They arrive happily and quickly engage with their peers, choosing from a wide range of indoor and outdoor experiences. This flexibility promotes independence and enables children to follow their own interests, supporting their motivation and engagement in learning.

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

Children actively participate in both adult-led and child-initiated activities. They enjoy being creative with a range of tools and materials. This promotes early imagination, problem- solving and self-expression skills. Open access to resources allows children to make choices about their play. They think critically about what they want to achieve and develop persistence as they test ideas and adapt their approaches. These opportunities strengthen their thinking and problem-solving skills and foster creativity.

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

Children make meaningful connections between play and their experiences. Staff play an important role in extending children's learning. They enthusiastically support exploration in activities, such as the mud kitchen and story-based imaginative play. Staff build on children's interests by introducing new ideas and extending conversations. They skilfully include learning around emotions, mathematical concepts, size, number, and language. This helps children deepen their understanding, develop communication skills and broaden their vocabulary.

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

Children demonstrate positive attitudes to learning. They approach activities with enthusiasm, they cooperate with others, take turns and share resources. These experiences support their social development by helping them build friendships, negotiate and develop respect for others. Staff consistently praise children's efforts and value their ideas, which strengthens children's confidence, self-esteem and willingness to contribute. During pancake face decorating, staff effectively promote critical thinking through asking purposeful questions and allowing children time to consider and respond. Skilful interaction encourages children to reflect on their knowledge, make decisions and explain their thinking. Staff extend learning further by suggesting new possibilities, helping children make connections and develop higher level thinking skills.

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

Children also show a strong understanding of daily routines. They independently wash their hands before joining activities, demonstrating growing responsibility and awareness of healthy practises. This contributes positively to their personal development and independence. Overall, children benefit from a rich, engaging environment, where skilled staff support exploration, communication, critical thinking and positive relationships. As a result, children develop confidence, independence, creativity and the social skills needed for future learning.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with leaders, staff and the special educational needs coordinator 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

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Address:

Whitley & Eggborough Cp School Learning Lane, Whitley Goole DN14 0WE

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Kids Corner Whitley Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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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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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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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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