Daisy Chain Nursery

What is it like to attend this early years setting?

Children are happy and relish their time in this welcoming and calm environment. They arrive ready to explore and eagerly join in to enjoy breakfast. Staff believe in children and have very ambitious expectations of them. They develop an exceptionally positive and emotionally safe environment for children so that they have a sense of belonging and the best possible opportunities to learn and achieve. Children are valued and included in all aspects so that they develop confidence. Staff are kind and affectionate. They sit on the floor with children so that they are available for them. Staff model language exceptionally well. Staff interactions are extremely effective. They skilfully extend children's play and oracy with very effective questions that encourage children to think, speculate and use language to explain their ideas. As a result, children are confident speakers.

Staff ignite children's love of reading and books. Children learn to handle books with care. They borrow books to take home and share stories at group time. Children gleefully stretch and shake so that they can settle and sit for story time. Staff read with enthusiasm and ask children questions. Children remember what they have learned and explain new words, such as 'suddenly'. Staff organise the curriculum and environment carefully so that it is engaging for children. They value children. Children explore real objects and natural resources. They investigate the smell and texture of coffee granules in the role-play cafe and real vegetables in the home corner. Children are enthralled and experiment with language as they role play together.

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

• The curriculum focuses on the prime areas of learning and is adapted to meet the learning needs of each child. As a result, children thrive and make excellent progress from their starting points in development. Staff give children clear instructions so that children know what is happening now and next. As a result, children feel secure, and their behaviour and attitudes are excellent. Children cooperate with each other and are eager to learn.
• Staff have high expectations of children. They want them to become creative and curious learners. Staff give children time to settle and observe children to identify their interests. They get to know children well and build extremely strong partnerships with parents and carers. This collaborative approach creates a two-way flow of information between home and the setting to support children's learning and development.
• Staff creatively support children to develop independence and to do things for themselves. Staff invite children to look in the mirror as they wipe their noses so that they understand what they are doing. Children develop confidence in their ability and become enthusiastic learners with positive attitudes to learning.
• Leaders and staff are dedicated, passionate and knowledgeable. They understand the context of the setting extremely well and work tirelessly to provide high-quality education and care. Leaders say that children belonging is at the heart of everything they do.
• Staff understand what individual children know and can do. They recognise how children learn and what their next steps in learning will be. Staff create a wide range of activities and learning experiences that build on what children know and can do, so that children can make the best possible progress.
• Parents emotively describe the setting as 'marvellous'. They say that children love coming and talk about setting 'from the moment they wake up'. Parents report that the support they receive from staff has helped them to become better parents to their children. Parents say that staff welcome them and show endless kindness and support. They comment that their children make excellent progress especially in communication, language and confidence.
• Staff promote equality, diversity and inclusion in their interactions with children. They create resources that show different styles of architecture and menus that show different types of food. Staff work closely with parents and invite them to share ideas. They encourage parents to share words from their home languages so that children learn about ethnicities and families other than their own.
• Leaders and staff have created a close relationship with the neighbouring school so that transitions are smooth. Staff offer exceptional care and support for children especially those who are disadvantaged or with special educational needs and/or disabilities. They work closely with other professionals and create individual learning plans and interventions for children. Leaders use additional funding wisely to improve outcomes for children and to offer a wide variety of learning experiences. Examples include staff training and sensory resources.
• Staff are highly motivated and invested in the community. Staff strive to make a difference to the lives of children and families in the community. They engage with training to support their professional development and understanding.