Daisies Child Care Ltd High Field Centre

Inclusion: Expected standard

Leaders use regular observation and assessment to identify children's individual learning needs. They take positive action to ensure that children receive the right support. For example, leaders develop individual learning plans for children. They share these with all staff and parents and carers so effective support and adjustments can be offered. Leaders monitor children's progress to identify areas of achievement and where further alteration need to be made. Overall, staff work closely with parents, breaking down barriers in communication by using translators both in person and electronically. This helps parents to understand how to continue to support their children at home.

Leaders have developed positive relationships with other professionals to ensure that children with special educational needs and/or disabilities (SEND) and those known to social care make steady progress. For example, leaders work with educational psychologists and the speech and language team to implement targeted interventions for those children who need it. Staff complete additional training to build on their current knowledge to ensure children with SEND receive the best support.

All children benefit from well-planned strategies that help them to make progress from their individual starting points. Leaders ensure there is a working partnership with social services and other agencies to ensure that children in social care receive effective support. Leaders monitor the use of additional funding to ensure that it has a meaningful impact on children's learning, development and wellbeing.

Curriculum and teaching: Expected standard

Typically, the nursery provides a well-sequenced curriculum that reflects children's individual needs and the community it serves. Staff use their knowledge of child development to adapt their teaching, so every child can access learning from the start. They provide one-to-one time for children with special educational needs and/or disabilities (SEND) to support their learning. This ensures that children with SEND continue to make progress in their learning and development.

There is a focus on supporting children's communication and language skills. Children take part in regular focus time, where staff use short stories and props to enhance their communication and confidence in a small-group activity. In addition, staff use visual aids and a secure daily routine to help those children who speak English as additional language to learn to communicate and have a understanding of what is happening next. While staff plan for all areas of learning, staff do not always effectively use assessments to apply children's next steps and extend their learning. In addition an emphasis on mathematics is not consistent enough. As a result, staff do not weave mathematical concepts consistently into children's everyday play and interactions.

Staff promote children's physical development well across the nursery. They make effective use of the outdoor environment and plan activities that build children's independence. For example, staff provide opportunities for children to navigate balancing planks and construct with large blocks. Staff support children's personal, social and emotional development effectively. They encourage cooperation and turn taking as children play together with dough and other resources. During small-group times, staff help children to understand and talk about their emotions. For example, they discuss what makes them feel happy or sad.

Achievement: Expected standard

Children make suitable progress towards their next steps in development. This is particularly evident for children with special educational needs and/or disabilities (SEND), children who speak English as an additional language and younger children. Children are well prepared for their next stage of learning. They demonstrate secure independence, communication and social skills. However, some children who are more capable do not receive consistent support to extend their learning further. For example, on occasions, older children participate in activities that are too simple for their age and stage of development. This does not consistently support them to achieve the progress they are capable of in their learning.

Children benefit from the well-established routines. They are confident in the nursery and know what is expected of them. For example, when children arrive they know to hang their belongings on their named peg. All children develop confidence, independence and foundational skills for later learning. Children form positive relationships, take turns and show kindness.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established a calm and positive environment with clearly applied expectations for children's behaviour. Children understand routines and respond well to guidance from staff. In general, there is a settled atmosphere where learning can take place. Staff use many visual aids, including a now and next board, to help those children who struggle with communication. Staff use calm and respectful approaches to support children to regulate their emotions. For example, they use a quiet room to share stories or enjoy specialist equipment, such as wobble boards.

Staff consider each child's age, stage and individual circumstances when supporting them to meet expectations. For example, older children independently wash their plates after snack, whereas staff provide support to younger children or those with special educational needs and/or disabilities. Overall, children behave well and demonstrate an understanding of rules and boundaries. For example, they know to sit at the table during mealtimes and tidy away at the end of a session.

Leaders know the importance of children's attendance and act promptly to help address any barriers families face. They monitor closely working with parents and carers to support them to recognise the importance of their children attending. This helps children to establish a routine of attending an education setting ready for their move to school.

Children's welfare and wellbeing: Expected standard

Children typically build warm, trusting and respectful relationships with their key person and other staff. This supports their confidence and emotional security. The environment is warm and welcoming. Children form secure attachments with staff, helping them to feel confident and ready to explore. Children receive encouragement to play and learn collaboratively. They generally get along well with others. Staff model kindness, care and respect and provide praise to reinforce positive behaviour. For example, staff tell children they are 'kind' for sharing resources.

Care practices meet children's individual needs well. Staff make adaptations to the environment to ensure all children feel included. For example, they provide quiet areas for those children who need to rest or sleep. Children understand daily routines and receive support to develop their independence. For example, they butter their own bread or peel fruit at snack time. Routines are clearly embedded, and are used to teach children about positive hygiene practices. For example, children wash their hands before meals, and staff support them to wash their faces and brush their teeth on arrival. This promotes children's understanding of healthy routines. Children get lots of opportunities to play outside and get fresh air. Staff talk to them about how to stay warm while outside, prompting them to select hats and coats independently. Children enjoy movement and music sessions inside. They join in with the actions to familiar rhymes.

Leadership and governance: Expected standard

Leaders have received support from their local authority that has had a positive impact on leadership. Leaders have strengthened safeguarding policies and procedures to ensure all staff understand their role to protect children. They continue to support and coach staff though reflective discussions, staff meetings and supervision sessions. This helps leader to identify strengths and areas for development. Consistency in the implementation of the curriculum and teaching practice continues to develop, particularly in relation to the delivery of mathematics and extending children's learning and thinking through consistent high-quality interactions.

Overall, leadership is effective and supports positive outcomes for children and families. Decisions made focus on the best interests of all children, especially those who are disadvantaged, known to social care or face learning barriers. Leaders follow up promptly when children do not attend as expected, strengthening safeguarding and family support. They create a culture of inclusion, where every child is valued and enabled to take part so that all children reach their potential.