Daisy Chain Children's Nursery

Inclusion: Strong standard

Leaders ensure that the nursery is highly inclusive. Every child, and every adult, is valued for their unique qualities. Staff get to know children and families extremely well from the onset. They identify children's support needs rapidly, such as through exchanges of detailed information with parents and other professionals, and their own careful observations. All children, including those with special educational needs and/or disabilities (SEND) and those with other barriers to their learning, are supported to take part in routines and activities to the fullest. For example, staff use signs for 'please', 'thank you' and 'more' with babies. They sing while carrying out tasks, such as tidying away resources, which helps young children to understand and remember what to do. Staff use gestures and simple language to help young children to participate fully. Children who are non-verbal point to pictures on a lanyard to indicate their needs, such as toileting. Staff present objects, for example, nappies to explain to babies and toddlers what will happen next.

Leaders are extremely proactive and effective in securing interventions for children with SEND. They support families tirelessly to secure the help and support that they need. They are committed to ensuring the best possible outcomes for each child. Leaders ensure staff monitor children's progress, including those with SEND, very carefully, so that they continue to make necessary adaptations that meet their changing needs. They welcome advice and guidance from other agencies and apply this to everyday staff practice.

Curriculum and teaching: Strong standard

Leaders and staff provide an ambitious curriculum that is thoughtfully tailored to meet each child's recognised needs and interests across the areas of learning. There is a consistently high quality of teaching across all age groups. Staff know when to intervene and when to stand back and observe. They understand the impact of positive, and appropriately adapted, interactions with children, including those with special educational needs and/or disabilities and those with other barriers to learning. For instance, staff demonstrate skilful questioning to engage all children and encourage their creative thinking. They use simple questions, such as 'More?' while babies turn the pages of books about animals. Staff ask what sounds animals make, giving children plenty of time to think and respond. They involve older children in predicting what will happen next, such as when they add soil to water while 'cooking' in the outdoor kitchen.

Staff listen to children's thoughts and ideas carefully and use these to extend conversations. They introduce new words and repeat these clearly for babies and younger children. They playfully take part in older children's role play, introducing rich vocabulary and mathematical language. Staff ensure that all children access the curriculum and make significant progress from their starting points.

Achievement: Strong standard

Children are effective communicators who use signs, gestures and words to share their interests and needs. Babies express how much they love books as they smile and chuckle during stories. They snuggle up with staff and babble while they look at the illustrations together. Babies delight in joining in with actions for songs, sway to the tunes and bang instruments, such as drums, to accompany them. Children across the age groups develop impressive communication and language and early literacy skills. They make free choices in their play and are wholly engaged and excited during their learning. For example, they recall recent experiences while baking. They use these recollections in their role play as they mix natural ingredients, soil and water to create pretend meals for each other.

Children delight in drawing circles with chalk on the ground and making marks with water and brushes. They confidently pour water from jugs and fill buckets with sand. This helps them to develop their muscle strength and fine motor control. Children gain a wealth of skills for future learning.

Behaviour, attitudes and establishing routines: Strong standard

Leaders are committed to creating a nursery community where children, including those with special educational needs and/or disabilities or who face other barriers to learning, and staff, develop as happy and capable individuals. Leaders and staff ensure that all children and families benefit from trusting, caring relationships. They have high expectations for children's behaviour across the nursery, including using polite manners. Staff help children to understand the impact of their actions on others. They are positive role models who demonstrate respect for children, each other, and the environment in the nursery and the wider community.

Children mirror the strong values shown by leaders and staff. These are embedded at the nursery from babyhood onwards. Children confidently follow clear routines which staff adapt to encompass everybody, whatever their needs. For example, staff help toddlers to recognise their sleep mats by attaching their photographs to them. Children help their friends with tasks, such as tidying up resources, showing a strong sense of belonging. They wait patiently and calmly when needed, for example, after washing their hands ready for lunch. Staff offer plenty of specific praise for children's efforts which encourages them to continue to 'have a go' during activities and routines.

Leaders promote good attendance so that children benefit fully from their time at the nursery. Their effective communication with parents ensures that they have a shared understanding of the importance of good attendance. This helps children to develop positive attitudes to learning in readiness for the next stage of their learning.

Children's welfare and wellbeing: Strong standard

Leaders prioritise supporting the emotional wellbeing of children and staff. They provide opportunities for babies and children to manage their feelings and remain relaxed. These include practising simple yoga moves and strategies for self-regulating. Babies and children spontaneously embrace staff when seeking comfort and reassurance which helps them to feel secure. The key worker role is firmly established. Attentive staff who look after babies know about different ways to soothe them. For older children, they focus on building self-esteem and independence to promote their self-care skills, including toileting.

Leaders ensure balanced, inviting meals meet appropriate guidance for all age groups. Children draw their favourite foods on paper plates. This is an example of the opportunities staff provide for children to discuss making healthy choices. Furthermore, their views help to inform new menus, showing that children's voices are heard. Staff closely supervise babies and children while eating. They follow robust procedures regarding allergens and avoiding choking hazards. Children learn about oral health. For example, children practise brushing the teeth of dinosaur models. They talk with staff about why clean teeth are important. Children follow good hygiene procedures, such as wiping their noses and washing their hands.

Children benefit from fresh air and vigorous exercise daily. Staff promote children's physical development, for example, encouraging babies to become mobile by placing toys just out of reach. They rigorously implement safe sleeping policies, including frequent checks during naps.

Leadership and governance: Strong standard

Leaders are passionate and determined to provide the very best care and learning opportunities for all children, including those with special educational needs and/or disabilities (SEND) or those with other barriers to their learning. There is a culture of continuous reflection which supports the achievement of these aspirations at the nursery. Leaders value the individual strengths of staff. For example, staff are encouraged to use their skills and interests, such as providing baking activities with children, teaching them yoga moves or researching ways to support children with SEND. Leaders provide high levels of care for staff wellbeing in recognition of their importance to the nursery community. In addition, the targeted professional development programme enables staff to gain knowledge and skills that benefit children in their care. This includes through induction for new staff and ongoing mentoring and peer observations, as well as training courses.

Leaders are proud of the partnership working that is firmly embedded with parents and with other agencies. This helps to support a continuity of approach to children's care and education. Parents comment that communication between staff and themselves is highly informative about children's experiences and progress. Their contributions about home life help inform staff planning to individualise learning for each child. Leaders and staff are immensely proud of the significant difference they are making for children and their families.