Daisychain Day Nursery

Inclusion: Strong standard

Staff embed a robust culture of inclusion throughout the nursery. They recognise and value every child's identity, background and needs. Staff know all children extremely well and actively adapt the environment to ensure each child feels safe and supported. For example, they use the graduated approach to enable early identification and timely interventions. Staff use rigorous monitoring tools, working closely with parents and other professionals. They distinguish between language delays and the impact of English as an additional language, ensuring support remains targeted and aligned with children's evolving needs.

Staff celebrate cultural diversity through meaningful experiences. They weave children's home languages, traditions and lived experiences into daily practice. Staff invite families into the nursery to share skills and cultural heritage, providing activities, such as cooking traditional foods. Staff ensure children see print and resources that reflect their identities. These opportunities are reviewed regularly to ensure they remain relevant and responsive. Leaders use additional funding to enhance children's experiences, offering enriching activities, such as workshops, dance sessions, trips and visits from external providers. This helps all children to develop a deep sense of belonging and thrive as confident learners.

Curriculum and teaching: Expected standard

Typically, the nursery provides an ambitious and well-sequenced curriculum that reflects children's individual needs and the community it serves. Early identification of children who may face barriers to their learning ensures they receive targeted support promptly. Generally, staff use their knowledge of child development to adapt their teaching, so every child can access learning from the start. They use observations and assessments effectively, to shape children's next steps in learning. Staff prioritise physical, personal, social and emotional development, knowing children need these foundations before deeper learning can flourish. This helps all children make progress from their starting points. However, the curriculum intent is not yet understood consistently across the whole staff team. This means that, occasionally, children do not fully benefit from the learning experiences provided.

Staff promote communication effectively through clear language, meaningful commentary and the use of basic sign language. Babies benefit from responsive interactions with staff, who model words, gestures and signing through songs and routines. Staff extend conversations to deepen older children's understanding and link their learning to real experiences. Staff implement singing sessions with all children throughout the day. They introduce counting and simple prepositions, helping children to develop early mathematical language, alongside their communication skills.

Achievement: Expected standard

Typically, children achieve well from their starting points and make secure progress across the curriculum. Gaps in learning are quickly identified, especially for those who face barriers to their learning. Babies develop their physical skills effectively, confidently cruising and crawling to reach items. They show increasing independence and determination. Toddlers are highly engaged outside, enthusiastically splashing in puddles. They develop their fine motor skills as they use containers to scoop, pour and transfer water. Older children recall early learning and show an interest in challenging new vocabulary, attempting complex words, such as 'diplodocus'. Older children demonstrate secure knowledge of the world, confidently explaining that dinosaurs lived before humans. Children show a desire to explore, communicate and build on their existing knowledge. This helps them to become confident and curious learners, who are ready for their next stage.

Behaviour, attitudes and establishing routines: Strong standard

Children of all ages demonstrate a secure understanding of daily routines. Older children seamlessly transition between activities, such as story sessions, mealtimes and outdoor play. Even the youngest of children recognise familiar patterns and respond positively to nappy changing, feeding and sleep routines. This high level of consistency is the result of staff's warm, sensitive and gentle interactions during these key times. Staff are highly responsive to supporting children with special educational needs and/or disabilities (SEND). They make adjustments and provide sensory breaks, if needed, to help them to regulate. This contributes to children's confidence, emotional resilience and readiness to learn.

Staff are highly positive role models, demonstrating kindness and respect in their interactions. Children mirror this behaviour, showing empathy towards their peers and playing together cooperatively. Staff communicate with clarity and confidence, ensuring every child understands expectations. Those who require support in managing their behaviour receive clear, consistent messages. This helps all children, including those with SEND, to manage their behaviour positively and develop their social skills effectively. Leaders monitor children's attendance closely and work with families to reinforce the importance of regular attendance. This helps children to benefit from the rich learning experiences that staff provide.

Children's welfare and wellbeing: Expected standard

Staff build warm and trusting relationships with children from the moment they start. They prioritise taking the time to get to know children's routines, interests and personalities. Babies turn to staff for comfort and reassurance, responding with smiles and clear signs of trust. These attachments support children's confidence and emotional wellbeing. Staff use sensitive, purposeful interactions to help older children talk about their feelings. They model vocabulary to build on the language children need to express themselves confidently.

Staff implement calm and targeted strategies that promote engagement. For example, they consistently support children with special educational needs and/or disabilities, to play alongside their peers. This helps them to develop emerging social skills within meaningful and motivating play.

Children develop increasing independence as they move through the nursery. Staff support older babies to feed themselves and drink from open cups. Older children begin to master the skills of using a knife and fork and pour their own drinks. Staff demonstrate a secure understanding of children's allergies, dietary needs and weaning stages. They check ingredients and adapt menus accordingly. Staff carefully consider children's allergies when planning food-based activities. This helps to keep children safe and develop independent eating habits.

Leadership and governance: Expected standard

Since taking over the nursery, leaders demonstrate effective capacity for improvement. They are working hard to strengthen the curriculum, upskill the staff team and provide ongoing support. Leaders did not follow the required process to notify Ofsted of a significant event. However, safeguarding practice within the nursery is strong, and leaders acted appropriately in managing the incident. There was no impact on children's safety. Therefore, Ofsted does not intend to take any action on this occasion.

Leaders have a secure understanding of the diverse needs of the community, children and families who attend. They take clear responsibilities for decisions relating to children, who face barriers to their learning. They ensure support is timely, targeted and effective. This proactive leadership ensures all children receive the support they need, to make meaningful progress from their starting points.

Leaders prioritise staff wellbeing. They create a supportive culture, where workload is carefully managed. For example, staff have protected time for training, assessments and paperwork, reducing unnecessary pressures. Leaders carry out regular staff supervision sessions and team-building opportunities. This contributes to the positive workplace, where staff feel valued and supported.