Daisy Chain Children's Nursery

What is it like to attend this early years setting?

Children are resilient, confident learners. They arrive motivated to learn and settle quickly. Children demonstrate the ability to assess risk as they work together to build an obstacle course. They use their core muscles to lift, move and carry blocks, and place them in a line to balance on. Staff closely supervise them to ensure they remain safe. The children help each other to carry ladders to add to the obstacle course. Mathematical language is weaved in to the activity as staff encourage children to compare size and shape. One child shows the others how to balance on the ladder, saying 'You have to keep your feet like that.' Staff talk to the children about balancing and ways to move safely.

Children use their imaginations as they play on the obstacle course 'to escape dinosaurs'. They laugh with delight and shout 'the floor is larva.' Staff immerse themselves alongside the children in their imaginary play, pretending to be the dinosaurs. Children squeal with delight as they run away. Toddlers become excited as they explore paint; they point to the paint and confidently tell the visitors what colours they have chosen. They use their small-motor skills to paint, using a variety of brushes. Staff members sit alongside and encourage children, joining in with the painting and talking to the children about they are doing. Children demonstrate an exceptional sense of pride as they show their creations.

What does the early years setting do well and what does it need to do better?

• The bold, inspirational management team have high ambitions for the children in their care. The balanced curriculum builds on what children already know and can do. The staff team use this to create inspirational opportunities for children. Interactions and teaching are consistently high in quality. As a result, all children are making rapid progress throughout the seven areas of learning.
• Children show an interest in construction. Based on this, the staff provide real tools and play experiences as children undertake the role of a builder. Children use logs and replica bricks to build and construct.
• Children gain extensive knowledge of the natural world. They help to care for the nursery's rabbit. Children take the rabbit to the vets for a check up. The vet allowed the children to take a working stethoscope back to the nursery. Children listen to the rabbit's breathing and its heart beating, and staff support them to learn about the rabbit's anatomy.
• Babies are nurtured and cared for in the warm, inviting baby room. Enthusiastic staff members read stories about animals. They ensure their reading is slowly paced, allowing for pauses to let the babies process what they have heard. Babies gather round and immerse themselves in the book, making the animal noises with delight.
• Parents and grandparents speak of the 'exceptional development' of their children at nursery. They talk about the rapid progress children make and how the nursery feels like an extended family.
• Musical development is given particular focus at this nursery. The children work with local musicians and early years experts to investigate sound and rhythm. They explore drums and other instruments. Children listen to a diverse genre of music. This helps build the children's language acquisition and confidence.
• Staff also benefit from musical projects. Staff members are given time to immerse themselves in music therapy. They talk about how nursery feels like home. They speak about how the management team 'believe in them'. As a result of the investment in staff, the nursery benefits from a long-standing, motivated team.
• The management team ensure that all children have opportunities that broaden their experiences. For example, children get the opportunities to travel on the local bus service. They benefit from visiting local museums, further extending on their learning.
• Children's behaviour at nursery is exemplary. They are kind and courteous to their friends. They help support each other during the day; for example, they hold their friends hands when they are balancing on the beams, giving encouragement and praise when they achieve their goals.