Cornish Pixies Nursery

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
Inspection report: 23 September 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
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.

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

Inspector:
Marie Bradwell
About this setting
Unique reference number (URN): 2879109
Address:
Unit 5, Trevol Business Park
Torpoint
PL11 2TB
Type: Childcare on non-domestic premises
Registration date: 27/01/2026
Registered person: Stenning, Jodie-Mae
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30
fully in nursery life and make progress from their starting points.
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.
About this inspection
The inspector spoke with leaders, practitioners, the special educational needs coordinator,
parents and children 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.

Local authority: Cornwall
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 23 September 2026
Children numbers
Age range of children at the time of inspection
1 to 3
Total number of places
15
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.

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