Daisy Chain Day Nursery

What is it like to attend this early years setting?

Children demonstrate good behaviour. They share resources and wait their turn patiently when taking part in group activities. Older children share resources independently, with minimal adult support. Children show how they are managing their own feelings and behaviour. They are confident to support each other, and older children help their peers. When children think their friends do not understand, they say that they will show them and they will learn. Children show empathy, developing positive attitudes and friendships. These skills provide them with the social skills they will need throughout their lives.

Children feel safe and secure. Staff respond sensitively to children's feelings and emotions and comfort them when they are upset. This results in a strong attachment between staff and children.

Children display high levels of motivation. They listen carefully and follow instructions well. Children are eager to join in with activities and demonstrate positive attitudes to learning. Staff set boundaries and have high expectations of children. For example, during a group activity, children take turns to talk and listen to each other. This gives them opportunities to practise skills they need for their next stage of learning.

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

• The manager has developed a curriculum that focuses on children's personal and social skills. For example, the younger children learn to interact with each other and develop their communication skills. Older children develop language skills that lead to phonics and sounds. The curriculum is sequenced throughout the nursery to ensure children are ready for their next transition.
• Staff at the nursery have a good knowledge of the curriculum and can discuss, in detail, children's progress and next steps. They demonstrate how they implement the curriculum and how they provide focused learning for the children. However, the manager does not always monitor practice closely to make sure that all staff are confident in the implementation of the curriculum so that children benefit from consistently high-quality teaching.
• Children are taught about different cultures and life in modern Britain. Staff encourage children to bring in traditional items from home. The nursery provides foods and cooking activities from each country that are relevant to the children at the setting. As a result, children feel proud and valued.
• The nursery provides children with healthy snacks and meals. However, staff do not consistently discuss with children the importance of healthy eating and how this contributes to their good health. Therefore, children do not learn how to keep themselves healthy through everyday routines and activities.
• The manager ensures that she develops good partnerships with parents. The nursery provides home-learning packs for the children to share with parents and family members. There is a vast range of activities available. Children can select reading books, puzzles, jigsaws or small maths activities. Therefore, children benefit from shared learning between the nursery and home.
• Staff encourage children to be independent. Older children demonstrate how they wash their hands independently. They can also find and put on their own coats.
• Children with special educational needs and/or disabilities (SEND) are supported very well. Staff develop relationships with children and families to ensure children's needs are met throughout their time at the nursery. Staff work closely with children and can therefore identify very quickly where there may be a problem. For example, when children struggle to regulate their emotions, staff are close by to gently calm them and support them with their task. Staff carefully plan activities for all children, including children with SEND. They ensure activities are accessible, and children make good progress. Staff have high expectations for all children. They work closely with other professionals so that all children reach their full potential.

What the setting must and should do next

The provider should:

• monitor staff's practice more closely to guide them in developing their teaching so that children benefit from consistently good-quality learning experiences
• help staff to provide consistent messages about healthy eating in order to give children the knowledge they need to make healthy food choices.