Little Swanswell Nursery

Little Swanswell Nursery
Unique reference number (URN): EY414744
Address: Cornerstone Family Centre, Howard Street, Coventry, CV1 4GE
Type: Childcare on non-domestic premises
Registered with Ofsted: 05/10/2010
Registers: EYR, CCR
Registered person: Paradise Mobile Creche Ltd
Inspection report: 9 June 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Strong standard
Expected standard
Inclusion Strong standard
Staff consistently ensure that any barriers to learning that children may face are swiftly
identified and effectively addressed. Each child has specific targets and next steps that
support them to make rapid progress in their learning from their various starting points. Staff
utilise highly specialised strategies and techniques to support children with complex needs.
Staff ensure that all activities are inclusive. They rigorously monitor the children's progress
and work closely with parents to share key information and next steps. Staff receive training
specific for their roles, and they use their expert knowledge and skills to successfully close
gaps in children's development. They work closely with external professionals and make
referrals when necessary. Leaders thoughtfully consider the use of any funding, and they
accurately assess the impact this has on children's outcomes.
Leaders and staff share a consistent approach in what they provide for the children. They
make a demonstrable difference to the health and wellbeing of children with barriers to their
learning. There is a strong focus on teaching children about empathy and understanding the
experiences of others. This is considered at every level. Staff adapt activities such as sports
day so that they are as inclusive as possible. For instance, children wear blindfolds during
supervised games to help them learn what it can be like for those who may have a visual
impairment. This helps children to build a deep understanding about the feelings of others
and what makes them unique.
Achievement Expected standard
Overall, children develop age-appropriate skills across the 7 areas of learning. Younger
babies meet their physical milestones. They are learning single words and can communicate
in a way to be understood. All children demonstrate an understanding of following simple
instructions. They help to tidy up and start to feed themselves.
Children are learning to look after their own care needs, such as putting their tissues in the
bin after washing their hands. They are eager to learn and explore. They are curious and
demonstrate a developing love of books. Typically, older children show respect for their
peers and learn to resolve conflicts among themselves. They play collaboratively and share
resources as they play with train tracks and dressing-up clothes.
Children with barriers to their learning, those who speak English as an additional language,
those who have a communication delay and/or those who are disadvantaged achieve well
from their starting points in development. Children are suitably prepared for the next stage of
their development and typically make steady progress.

Behaviour, attitudes and establishing routines Expected standard
Children are happy and settled, and routines are established. There is a real sense of calm
in the rooms. This enables a conducive learning environment where children demonstrate a
positive attitude towards learning. They are keen and eager to explore and try new skills.
Staff implement a steady and graduated approach to children's settling in. Positive
relationships form between staff and children. Children quickly build connections and
attachments to staff. Staff are responsive and recognise if children are tired and hungry.
They adapt the routine to meet their individual needs. Staff delegate tasks to one another,
work well as a team and are good role models of behaviour. Leaders prioritise children's
attendance, and this ethos is shared with children's families. This helps establish positive
routines ready for school.
Most staff typically manage behaviour appropriately. They are calm in their demeanour and
explain the impact unwanted behaviour has on others. Not all rooms have these
expectations embedded into their daily practice. While these staff address unwanted
behaviours quickly, they do not always follow through with clear expectations to ensure that
children fully understand how and why to behave well.
Children's welfare and wellbeing Expected standard
Leaders prioritise children's welfare and wellbeing. All staff have a secure understanding of
children's care needs. Children learn about healthy habits, for example why eating too much
food is not good for them. Staff gently remind children how to use the equipment correctly,
particularly when handling knives safely for children. The on-site cook provides children with
healthy home-cooked meals, and staff encourage children to make healthy choices if they
bring in food from home.
For children with special educational needs and/or disabilities or other barriers to their
learning, staff use visual aids and a calm approach to support them during nappy-changing
time. Staff meet the personal care needs of children with dignity and respect. Staff approach
each child calmly, ask for consent and show them the nappy. They gently guide the children
to the nappy-changing area. They use this time to quietly interact with the children,
supporting their communication and language.
Children build secure relationships with staff and their peers. They demonstrate they feel
safe and secure in nursery. All children enjoy daily outdoor play, and they have access to
fresh drinking water. Staff follow safe sleep and safe eating guidance, closely monitoring
and supervising as children eat and sleep. This all has a positive impact on children's
wellbeing.
Curriculum and teaching Expected standard
Leaders have an accurate understanding of the curriculum and quality of teaching. The
curriculum is ambitious and well sequenced. Leaders are keen to continue to drive the
improvements they have made since their last inspection. They generally know where they
need to continue to focus and are working closely with the staff team to improve teaching
even further. The changes and improvements made are not yet enough to raise the quality

of teaching to a consistently high level across the whole staff team. Further work is needed
as there are still some elements of interactions between staff and children where staff limit
learning to what the children already know. Teaching in group activities generally supports
engagement, although occasional inconsistencies, such as staff moving away from the
resources, results in children lacking support and them losing interest.
Staff regularly and accurately assess children's progress and use this information to plan
what they will teach next. Staff know their children well and adapt their learning environment
to meet their learning needs. Leaders ensure that the curriculum is typically taught well.
Staff support children to learn new skills across the 7 areas of learning. There is a focus on
developing babies' communication and language, using stories, songs and rhymes to
promote early language. Care routines become learning opportunities, introducing counting
and numerical language. Children regularly enjoy music and dance sessions to help develop
their vocabulary. Children participate in group activities, where staff teach children about
how to work together collaboratively. Typically, staff ask well-timed questions to encourage
children to think and problem-solve. All children enjoy daily outdoor play and fresh air with
their friends. There are lots of opportunities for children to be physically active in the garden.
Leadership and governance Expected standard
Leaders have accurate oversight of the strengths and their priorities for improvement of the
nursery. They have taken positive and proactive steps to make improvements since their last
inspection. Staff complete training specific for their roles. They say they receive support to
progress their careers and increase their responsibilities. Leaders and staff are passionate
about children making the best possible progress during their time in nursery. Leaders
prioritise support for the most disadvantaged children. They work closely with parents and
carers to provide additional support and help should they need it.
Leaders prioritise staff's wellbeing, and workloads are manageable. Leaders engage with
local authority advisers and other professionals to help sustain improvements. Staff feel
valued and listened to. They feel supported to raise concerns and offer feedback. This
results in a happy and motivated staff team that is striving to do its best. Leaders have
reflected on previous experiences and use these as a positive to make improvements.
Leaders have an appropriate action plan, but further precision is required to target the areas
for improvement. There are still improvements to be made across the provision to raise
standards further so that children receive a consistently high-quality education.

Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Leaders and staff have made positive improvements to the quality of care and education
children receive since their last inspection. The curriculum is ambitious for all children. Staff
typically receive training and support to help them successfully implement their teaching.
Children's emotional needs and wellbeing are met well. Staff are nurturing and responsive to
their care needs. They are attentive to younger children when they are tired and hungry.
Children enjoy a variety of opportunities and experiences that ignite their curiosity and
eagerness to learn. They are keen to explore and try new ideas. Staff encourage children to
be independent. All children spend time playing and exercising outdoors. There are lots of
opportunities for children to be physically active and practise new skills. Children are
creative and use different media to make marks, strengthening their hand muscles ready for
their early writing skills. There is a sharp focus on the importance of regular attendance, and
this ethos is regularly shared with families. This prepares them well for their next stage in
education, such as school.
There is an inclusive environment where all children feel they belong and can play. Leaders
and staff celebrate the diverse community they serve. They know the children and their
families well. Children with special educational needs and/or disabilities and other barriers to
their learning receive highly focused and targeted support. This helps them thrive and make
the best possible progress. All aspects of the environment are safe, clean and welcoming.
Relationships between staff and children are warm and nurturing. There are structured
routines that help children understand what is happening now and next. Children generally

Inspectors:
Katie Rudge
Katherine Wilson
About this setting
Unique reference number (URN): EY414744
Address:
Cornerstone Family Centre
Howard Street
Coventry
CV1 4GE
Type: Childcare on non-domestic premises
Registration date: 05/10/2010
Registered person: Paradise Mobile Creche Ltd
behave well. As a result, children clearly enjoy their time in the nursery, and they
demonstrate they feel safe and secure there.
Next steps
Leaders should continue to provide training and support to staff to help them implement
highly effective teaching and interactions so that children excel in their learning and
development.
Leaders should support all staff to implement consistent expectations of behaviour so that
children gain a deep understanding of how and why to behave well.
About this inspection
The inspectors spoke with leaders, practitioners and the special educational needs
coordinator during the 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.

Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:00,Friday : 07:30 -
16:30
Local authority: Coventry
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 9 June 2026
Children numbers
Age range of children at the time of inspection
0 to 5
Total number of places
102
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.

Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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