Cornish Pixies NurseryOfsted report card, 23 Sept 2026

Cornish Pixies Nursery

Unique reference number (URN): 2879109 Address: Unit 5, Trevol Business Park, Torpoint, PL11 2TB Type: Childcare on non-domestic premises Registered with Ofsted: 27/01/2026 Registers: EYR Registered person: Stenning, Jodie-Mae

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Strong standard

Children consistently make positive progress from their starting points across the curriculum. Approaches to communication and language are particularly effective, enabling children to express their needs, choices and interests with confidence.

p.2

Achievement Strong standard

Children with special educational needs and/or disabilities, those known to social care and those facing other barriers to learning are supported well. Thoughtful adaptations and specialist advice help children access learning, participate fully in nursery life and achieve from their individual starting points.

p.2

Achievement Strong standard

Children develop the independence and confidence needed for their next stage of learning. They self-serve at mealtimes, increasingly manage their personal care and develop appropriate toileting and self-regulation strategies.

p.2

Achievement Strong standard

Practitioners foster resilience effectively. They encourage children to persevere, they model new skills and they provide support when needed, helping children to approach challenges with increasing confidence.

p.2

Achievement Strong standard

Leaders are reflective and carefully consider how children's experiences prepare them for what comes next. They lead by example and ensure that learning and expectations build progressively between rooms. Consequently, children experience smooth transitions and are well prepared for the routines, expectations and learning opportunities of the next stage, including for progression from the baby room into the toddler room.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders promote a positive, inclusive and respectful environment. Clear expectations, including around using 'kind hands', help children develop positive relationships. Practitioners model kind interactions and support children to play alongside others, cooperate and share.

p.2

Behaviour, attitudes and establishing routines Strong standard

Expectations reflect children's ages, development and individual circumstances. Practitioners respect children's comfort needs while gently supporting their participation in routines. This sensitive approach helps children feel safe, heard and valued.

p.2

Behaviour, attitudes and establishing routines Strong standard

Relationships between practitioners and children are warm and responsive. Key-person arrangements provide emotional security and support children's confidence and self- regulation. Leaders continually review staff deployment to strengthen the effectiveness of the key-person approach throughout the day. This helps to ensure children's emotional wellbeing.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders work strategically with families to establish consistent routines between home and the setting. They promote regular attendance and punctuality through positive communication, and offer support when circumstances affect attendance. Parents speak highly of practitioners and feel confident that their children receive consistent care. Leaders are exploring ways to make policies and important information more accessible through the setting's website.

p.2

Curriculum and teaching Strong standard

Leaders understand curriculum quality and make informed decisions to improve teaching. They use checkpoints of developmental knowledge to strengthen children's learning experiences. Learning is sequenced from children's starting points, and leaders are clear about the intended knowledge and skills.

p.3

Curriculum and teaching Strong standard

Communication and language are consistently embedded throughout daily practice. Practitioners use signing, books, songs and rhymes to build children's vocabulary and communication. Mathematical development is enhanced through purposeful play involving numbers, patterns, shape and space.

p.3

Curriculum and teaching Strong standard

The curriculum prioritises physical, personal, social and emotional development. Children practise standing, walking and climbing, developing confidence through encouragement and repeated opportunities. Mealtimes promote independence as children self-serve while developing physical and social skills.

p.3

Curriculum and teaching Strong standard

Practitioners know children well and adapt teaching to their individual needs and interests. Children with special educational needs and/or disabilities or other barriers receive appropriate adaptations and timely support from practitioners and external professionals. This enables children to participate meaningfully and make positive progress from their individual starting points.

p.3

Curriculum and teaching Strong standard

Assessment is purposeful and ongoing. Practitioners use their knowledge of children's development to identify what children know and can do and determine appropriate next steps in learning. Assessments inform professional judgements and help to ensure that teaching remains responsive to children's individual needs and stages of development.

p.3

Inclusion Strong standard

Leaders have established an inclusive culture where children's needs are identified early and barriers to learning are addressed promptly. Assessment information, including observations, parental contributions and developmental checks, is used effectively to build an accurate understanding of children's development and inform timely intervention. As a result, children who require additional support are identified quickly and receive help that is tailored to their individual needs.

p.3

Inclusion Strong standard

Leaders work closely with families and external professionals to secure appropriate support and make effective use of specialist advice. This contributes to coherent approaches that help children access learning and participate fully in nursery life. Leaders demonstrate a secure knowledge of how to support children who have special educational needs and/or disabilities, and consistently review and adapt provision to meet their needs. Strategies such as signing, visual supports, objects of reference and simplified instructions help children communicate, engage and achieve well.

p.3

Expected standard

Practitioners monitor children's progress carefully, enabling leaders to evaluate the impact of support and respond where further adaptations are required. Leaders are continuing to strengthen staff's confidence in applying inclusive strategies consistently, supporting a shared understanding of how best to meet children's needs across the setting.

p.4

Expected standard

Leaders work sensitively with families and social care professionals when children are known to services. This helps to promote continuity, maintain strong relationships and ensure that decisions reflect children's individual circumstances and wellbeing. Leaders have a clear understanding of how funding can be used strategically to reduce barriers and improve outcomes for eligible children.

p.4

Children's welfare and wellbeing Expected standard

Children typically receive warm, responsive care that reflects their individual needs and circumstances. Children with special educational needs and/or disabilities or other barriers receive appropriate adaptations and additional support when required. Practitioners know children well and respond sensitively to their changing needs.

p.4

Children's welfare and wellbeing Expected standard

Children develop secure attachments with their key people. These relationships provide reassurance and a secure base from which children can confidently explore and learn. Practitioners recognise children's verbal and non-verbal communication and respond sensitively to their emotions.

p.4

Children's welfare and wellbeing Expected standard

Children develop physical skills through regular movement and active play. Practitioners promote personal safety, healthy eating, oral health and increasing independence with personal care. Children are supported to recognise and express emotions, receiving reassurance and guidance to help them regulate their feelings.

p.4

Children's welfare and wellbeing Expected standard

Sleeping, weaning, feeding and personal care routines typically reflect children's individual needs and information shared by families. Children develop independence through everyday experiences, including self-serving at mealtimes and becoming familiar with toileting routines. However, the deployment of staff during lunchtime routines does not consistently allow children to access support from their key person. Consequently, some children do not receive timely emotional support, which very occasionally limits opportunities to promote their sense of belonging, security and emotional wellbeing.

p.4

Leadership and governance Expected standard

Leaders maintain clear oversight of the setting and have an accurate understanding of its strengths and areas for development. They reflect critically on practice and take timely action to improve outcomes for children. Leaders recognise that purposeful delegation can enhance the quality of provision while supporting staff workload and wellbeing. For example, they have identified staff deployment during lunchtime routines as an area for development, and are reviewing arrangements so that key practitioners remain available to provide children with reassurance and emotional support. Leaders model effective practice and provide guidance to help practitioners understand expectations. However, professional development is not yet sufficiently focused to secure a consistent understanding of roles and responsibilities across the staff team. Consequently, practitioners do not always apply their knowledge with the same level of confidence and

p.4

Leadership and governance Expected standard

consistency, which at times reduces the quality of teaching and learning experiences available to children.

p.5

Leadership and governance Expected standard

Leaders work closely with families and establish positive relationships that support children's care, learning and development. They understand their statutory responsibilities and use available support and funding appropriately. Children with special educational needs and/or disabilities, and those facing other barriers to learning, are identified promptly. Leaders work collaboratively with families and external professionals to secure appropriate support, helping children to access learning and make progress from their starting points.

p.5

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

Children are warmly greeted by their key person. Positive relationships help children feel safe, secure and valued. They are supported through clear and consistent parent partnership.

p.5

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

Children confidently explore the environment. Their key person provides a secure base from which they can explore, play and learn. Children play alongside others and are supported to cooperate and share.

p.5

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

Children enjoy a range of indoor and outdoor experiences that support their physical development. They move, climb, and investigate. Sensory experiences provide opportunities for children to explore materials, develop coordination and communicate their interests.

p.5

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

Children's independence is promoted throughout everyday routines. At mealtimes, they are encouraged to self-serve and make choices, supporting independence and healthy eating habits. Children are supported to become increasingly confident with personal care routines.

p.5

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

Children know that adults listen to them and value what they have to say. Practitioners respond thoughtfully to children's words, actions and gestures, helping them to express themselves with confidence and develop the communication skills they need for future learning.

p.5

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

Children receive support that is tailored to their individual needs. When barriers to learning are identified, adults respond quickly, enabling children to access the curriculum, take part

p.5

Address:

Unit 5, Trevol Business Park Torpoint PL11 2TB

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30 fully in nursery life and make progress from their starting points.

p.6

Next steps

Leaders should refine lunchtime routines so that staff are effectively deployed and key practitioners remain available to meet children's emotional needs. Leaders should strengthen professional development so practitioners develop confidence in their roles and consistently apply their knowledge to support children's learning and development.

p.6

About this inspection

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

p.6

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. Local authority: Cornwall

p.6

Facts and figures used on inspection

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

p.7

Exceptional

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

p.7

Strong standard

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

p.7

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.

p.7

Needs attention

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

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.8