Daisy Chain Nursery

What is it like to attend this early years setting?

Children enter the nursery happy, confident, and ready to learn. Staff place great importance on emotional well-being. They have high expectations for the children, and this is embedded into the practice. The nursery offers a welcoming outdoor environment where children can explore. Children move freely around the garden learning about nature. They handle the worms with care as they gently place them in the wormery. Children use mathematical language describing big and little worms. They work cooperatively within their play. Children engage in role play and develop good imaginative skills. They use a range of 'real' objects, such as typewriters and telephones. Children enjoy a wide range of fiction and non-fiction books which they share together. They sing songs and join in the activities with the staff. This helps to develop their vocabulary and builds on their communication and language skills. Children behave well. They develop good independence skills. For example, at mealtimes, they serve themselves and then queue after lunch to place their dirty plates into the bowl. They form strong friendships and show a great level of respect towards each other and staff. Children have a positive attitude towards learning and are keen to be involved in the activities.

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

• Staff plan and implement a well-designed curriculum, building on children's interests. For example, a hairdressing area allows children to experiment with mannequins and wigs as children showed fascination with hair.
• Parents talk highly about the nursery and staff. They compliment the team on how they feel reassured when leaving their children for the first time. Staff share ideas with parents about how they can help children to learn at home. Staff keep parents informed about their progress through an online learning journal.
• Staff provide opportunities for children to grow their own food in the garden to gain an understanding of where food comes from. The chef then shares with the children when he uses the food, such as herbs, in the meals he prepares.
• Children behave well in the setting, supported by staff who are responsive to their emotional needs. Children have strong relationships with their peers and the adults who care for them.
• Staff encourage children's independence well. Children serve their own lunches and pour water by themselves. They are also encouraged to put on their own shoes, with staff supporting as necessary. In the pre-school room, staff offer support for children to further develop a sense of responsibility. For example, they provide a helper board and children respond well to this.
• The nursery staff maximise opportunities in the community. They take children on trips to the local supermarket on the bus and visit the local care home. They liaise with the local school and pre-school, building on children's experiences and personal development.
• Children are curious and explore the well-designed indoor and outdoor environment which supports them in gaining an understanding of the world around them. Staff engage children in discussions and the children talk about the worms 'going home' when they are not able to find any more for their wormery.
• Children enjoy being creative and staff support this well. They select from a range of materials and share their creations with staff members.
• Staff who support children with special educational needs and/or disabilities have a clear understanding of their role and responsibilities. They use their knowledge and experience to great effect to ensure that each child has the correct care, so that any gaps in learning close as quickly as possible. They engage effectively with professionals to ensure that the children's needs are met.
• The manager engages with staff to ensure that she is aware of any pressures on their well-being due to workload. Staff receive regular supervision and appraisals and feel very supported in their well-being. Children experience a wide range of opportunities to extend their knowledge and help them think for themselves. However, at times, staff do not provide children with further challenge and explanation to develop their learning.

What the setting must and should do next

The provider should:

• focus supervision more precisely to support staff to develop the skills to consistently challenge children to think for themselves and raise the quality of education to the highest level.