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
Inspection report: 12 November 2025
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 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
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.
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
offering the emotional support they need.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.

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

Inspector:
Juliette Freeman
About this setting
Unique reference number (URN): 2760908
Address:
41 Thornhill Road
Halesowen
West Midlands
B63 1AU
Type: Childcare on non-domestic premises
Registration date: 15/11/2023
Registered person: The Cosy Corner Day Nursery Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 16:00
Local authority: Dudley
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 12 November 2025
Children numbers
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.
A quality assurance visit by an additional inspector was carried out during this inspection.

2 to 4
Total number of places
30
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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