Daisy Chain Pre-School

What is it like to attend this early years setting?

Children happily enter this warm, nurturing and lively setting. They are keen to see the staff and their friends. Staff build positive relationships with children that help them to feel safe and secure in their care. Staff have high aspirations for children and foster a 'can-do' attitude. As a result, children are confident to ask for help when they need it or to tell staff, 'I can do it!' This helps build a strong foundation for future learning. The setting provides an inclusive environment where each child's uniqueness is acknowledged and celebrated. For example, children learn about each other's cultures and beliefs as they celebrate special events throughout the year.

Staff are positive role models and have appropriate expectations for children's behaviour. They use effective methods to praise and reward children. This helps children to learn positive behaviours, such as sharing and taking turns. Children are kind to their friends. They offer each other support and encouragement. For example, they work together to build their farm. Staff actively encourage this collaborative working, which helps to build on children's problem solving and critical thinking skills.

Staff encourage the children to be as independent as possible. Children attempt to put on their own wellington boots and coats to play outdoors. They capably serve themselves at snack times and see to their toileting needs. These self-care skills help all children, including those with special educational needs and/or disabilities (SEND), to prepare for the next stage in their learning.

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

• There is a strong focus on supporting children's communication and language. Staff engage in meaningful discussions with children. For example, they ask children pertinent questions when creating their potions. This provides opportunities for children to use new words, such as 'swizzle stick', and 'sparkly'. As a result, children become confident and articulate communicators.
• Stories, songs, and rhymes are key elements of the daily routines. Staff use songs to help children understands what is happening next, such as tidy up time. Children enjoy the opportunities to listen to stories. They develop an understanding of the roles of the author and illustrator. This enables children to develop a love of reading and early literacy.
• The provider has created a balanced curriculum that sparks children's thirst for learning. Staff know and understand the next steps for children. However, occasionally they do not always use their knowledge of children's next steps to extend their learning. For example, staff do not always focus on supporting children who need to develop their listening skills. As a result, some children are easily distracted and do not focus on the activity.
• The curriculum provides a range of activities that builds on children's learning from home. For example, staff use children's interests, such as superheroes to help develop their imagination and creativity. This fosters a rich environment that encourages children to understand different attributes, such as kindness, helpfulness and determination.
• Staff provide an enabling environment that helps children to initiate their own play and learning. However, they do not always plan focused activities, such as circle times effectively. During these times staff do not support and extend children's learning well enough. Subsequently, children do not gain the most from their planned learning.
• Mathematics is firmly embedded throughout the curriculum. Children are provided with many opportunities to learn about numbers, measure and shapes. They talk about, needing 'one-more,' 'heavy' and 'light.' Consequently, children develop the confidence to use their early mathematical knowledge in their play.
• Support for children with SEND is good. The provider identifies when children may need additional help with their learning. They make swift referrals to partner agencies and work collaboratively with parents to support the children. These timely interventions help to narrow the gaps in children's learning.
• Children benefit from lots of opportunities to stay fit and well. They learn about the importance of good hand hygiene and oral health. As a result, children develop the confidence to take responsibility for their own well-being.
• Partnerships with parents are good. The provider shares ideas with parents of activities to do at home with their children. The lending library has been a success and has resulted in a positive impact on children's love of books.

What the setting must and should do next

The provider should:

• use information about what children need to know and learn next, to consistently implement their next steps
• focus more precisely on the organisation of routines and group activities that supports all children's engagement and learning.