Daisy Chain Day Nursery And Out Of School Club

What is it like to attend this early years setting?

Children develop strong relationships with their key person and they settle quickly on arrival. Changes to the drop off and collection arrangements, following the COVID-19 pandemic, have not affected children. Staff greet children at the door and share important information with parents. Those children who are new to the nursery, or children who become upset on arrival, receive warm reassurance from staff. They respond well to the comfort and cuddles they receive.

Children have consistent opportunities to explore the well resourced and attractive learning environment. Older children demonstrate high levels of confidence and independence as they move around the playroom. They explore the wide range of resources accessible to them. Children experience a range of sensory activities. For example, babies run their fingers through sand. Toddlers explore with bubbles and water, while older children roll and manipulate play dough. Staff provide opportunities for children to develop social skills and form positive relationships with others. They support them to develop good communication and language skills. For example, staff sing songs and rhymes to babies, and older children choose their favourite stories to read aloud. Children who need extra help to communicate, begin to use single words and develop a keen interest in letters and numerals. Children who need extra help with their learning, progress very well from their starting points.

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

• Staff observe and assess children's progress, helping them to build on what they already know and can do. This includes children with special educational needs and/or disabilities. Staff work closely with parents to make referrals, and to seek support from other professionals for children with gaps in their development. All children make good progress with their development. They are prepared well for the next stage of learning and their move on to school.
• Staff have high expectations of children. They work closely with parents to support children to manage their feelings and to teach them right from wrong. Subsequently, children display positive behaviour and they treat others well. Children demonstrate throughout their play that they feel safe and secure.
• Staff ensure that children get ample opportunity to be outside. Children develop their large-muscle skills as they learn to jump and climb. They learn to assess risk for themselves. For example, children climb across ropes set up as an obstacle course. They use different ways to balance to keep themselves safe.
• Older children learn to manage their self-care needs on their own. For instance, they use the toilet themselves and learn to dress for outdoor play. Children help with small tasks, such as clearing their plates and cups at mealtimes. This helps them to gain a sense of responsibility.
• Children in receipt of additional funding make good progress. Staff ensure funding is used well to help close any gaps in learning and development. For example, staff are developing a challenging outdoor environment for children who learn best outside.
• Staff support children to develop good health and well-being. The nursery cook provides healthy home-cooked food for them to eat. Staff plan opportunities for regular exercise and talk to them about brushing their teeth.
• The manager and staff maintain constant communication with parents, and share ideas to extend children's learning at home. Parents talk very highly of the nursery. For example, parents feel staff are friendly and easy to approach. They feel their children are making good progress and have increased their independence and confidence.
• The manager works with staff, observing them as they work with children. She meets with staff to discuss their role, agree professional development targets and to plan future training. However, targets set for staff do not always fully support them in raising the quality of their teaching to the highest level.
• Quiet spaces are provided for children to engage in small-group activities. However, staff do not consistently make the best use of 'circle time' to promote children's concentration and engagement.

What the setting must and should do next

The provider should:

• strengthen the existing arrangements for staff supervision and provide more targeted and precise support to each member of staff, to help them to enhance their teaching skills to the highest level
• plan focused activities more meticulously to make the best possible use of opportunities to support children's concentration and engagement.