Daisy Chain Nursery (Emsworth)

Inclusion: Expected standard

Staff ensure that they identify and assess children's individual needs promptly. Staff and leaders quickly put into place strategies to ensure that all children, including those with special educational needs and/or disabilities, can access the provision. Leaders work well with parents and outside agencies, such as occupational therapists, to ensure that children's needs are being met.

Leaders continuously review children's needs and assess the impact of strategies, making adjustments as needed. They celebrate every achievement children make, no matter how big or small. For example, they celebrate and take pride when children try a new food for the first time.

Leaders ensure that staff receive the training they need to ensure all children can access the provision. They have started to train staff on the graduated approach as part of regular staff meetings. Staff understand the assessment cycle and apply this to children's observations and next steps in learning. Leaders ensure that additional funding for children who face barriers to their learning is used appropriately. For example, staff purchase stories and resources, such as puppets, to support and develop children's communication skills.

Curriculum and teaching: Needs attention

Changes in leadership have impacted on staff's understanding and knowledge of the curriculum. Some staff have a strong understanding of the curriculum and this helps children to make typical progress in their learning and development. However, staff's knowledge and understanding is not yet consistent. This then impacts on the quality of teaching as not all staff are consistently working towards the same aims for children's learning. However, there have been positive changes since the most recent changes in leaders. Leaders are aware of the inconsistencies in staff's understanding of the curriculum. They have started to develop a training plan to improve staff's knowledge, which is already progressing. However, leaders have not yet had time to embed these changes and develop staff's knowledge.

Leaders have designed an ambitious curriculum that can be adapted and developed for each individual child. This ensures that all children make progress in their learning and development from their individual starting points. Staff have begun to use regular assessment to check what children know and can do, this enables staff to tailor teaching to individual starting points. Staff are prioritising children's personal, social and emotional development, as well as their physical development. For example, younger children learn how to manipulate tools through carefully planned activities. Staff introduce mathematical language as children play. For example, they count with children as they explore different resources. Staff purposely teach children new vocabulary. Leaders role model how to label objects clearly and repeatedly to embed the knowledge in children. They adapt how they do this for children as required.

Achievement: Expected standard

Children, including those who face barriers to their learning, make typical progress from their starting points. Children consistently learn new vocabulary, as well as developing their listening and attention skills. However, at times background noise, such as non-purposeful music, impacts on children's learning environment and their ability to develop their communication skills. Children are suitably prepared for the next stage of their learning, such as school.

Children develop their independence skills through everyday routines. For example, they learn how to put their coats and boots on ready to play outside. Children develop their motor skills through a range of activities. For example, older children learn to manipulate a range of tools as they play with play dough. Younger children learn to climb safely using age-appropriate equipment.

Behaviour, attitudes and establishing routines: Expected standard

New leaders continue to make changes to establish a positive environment at the provision. Although, at times there are some inconsistencies in staff's approaches, generally there are commonly understood high expectations for children's behaviour. Staff adapt these expectations as they consider each individual child and their needs. They ensure that their expectations are consistently high within the capabilities of each child, including children who face barriers to their learning.

Staff support children well as they learn to take turns with their peers and to share favourite resources, such as puzzles. Children enjoy playing alongside and with their peers. There are secure relationships between leaders, staff and children.

Leaders and staff are working tirelessly to help develop the sense of family within the provision. They develop this further by including parents and carers, such as inviting them in for play-and-stay sessions, where they can get to know staff more. Leaders ensure that parents understand the importance of regular attendance and the positive impact that this will have on children's learning and development. They are quick to follow up on any absences on the day to ensure their families' wellbeing.

Children's welfare and wellbeing: Expected standard

Staff have warm, kind and caring relationships with all children. They ensure that care practices and routines meet the needs of individual children. Staff work closely with families to adapt the routines where needed. They help children to develop an understanding of their health and wellbeing in age-appropriate ways. For example, staff offer younger children choices about when they would like to have their nap.

Staff help children to learn to keep themselves safe. For example, children learn to take risks safely, such as using climbing equipment instead of furniture. Staff support children as they learn to recognise, express and manage their emotions. They understand and promote the uniqueness of every child as they help them to develop a secure sense of emotional wellbeing. For example, they help children to settle with favourite toys and recognise non-verbal communication is just as important as verbal communication. Staff encourage children to move in a range of ways to develop their physical skills. For example, babies learn to climb using soft blocks and older children learn to negotiate spaces as they explore the garden.

Leadership and governance: Expected standard

There have been recent changes in regards to the leadership at the provision. This has led to significant improvements in the quality of care being provided to all children, including those that face barriers to their learning. Leaders ensure that the safeguarding and welfare requirements are now being met and to a high standard. Leaders have an in-depth understanding of the strengths of the provision and where further work is required. For example, leaders have already identified that the curriculum is an area in which they need to strengthen staff's knowledge and understanding. Leaders have already started to plan appropriate training for staff to improve their knowledge.

Leaders ensure decisions are made that put the interests of children, including those who face barriers to their learning, first. For example, leaders are undertaking a renovation to ensure the building meets the needs of all children. Leaders manage staff's wellbeing and workload well. Staff comment that leaders are approachable and, on the whole, they feel listened to. Leaders have already introduced bespoke professional development for staff, which is leading to an improvement in the quality of the provision. Leaders have strengthened parent partnerships to ensure that parents and carers feel valued and listened to when they raise concerns. Leaders have also used this partnership to strengthen support for children's learning at home. For example, they have introduced resources, such as home learning bags, which support a variety of topics, including toilet training.