Daisychain Day Nursery

What is it like to attend this early years setting?

Leaders have designed an ambitious and well-sequenced curriculum that focuses on providing children with the knowledge and skills they need for their next stage of learning. Staff use their expertise well to help children build on what they know and can do. For example, staff encourage tummy time for babies, helping to strengthen their core muscles in preparation for sitting. Younger children roll and squeeze dough, developing their hand muscles to support early writing skills. Outside, older children use their larger muscles to climb up and over wooden frames. Staff provide opportunities for children from an early age to develop their emerging independence. For example, staff help babies to spoon their lunch into their bowls and encourage them to feed themselves. Staff use strategies to help younger children put their coats on, showing determination and perseverance as they succeed.

Leaders have high expectations for children's behaviour. Staff implement consistent boundaries and routines, helping children to understand what is expected of them. Leaders carefully consider the provision of support for children's emotional regulation. Staff have developed quiet areas where children can process their feelings should they feel overwhelmed. Children access 'calm baskets' in these areas, helping them to focus on specific emotions. Staff provide a calm and nurturing environment for babies and they have formed strong attachments with them. This helps babies to feel safe and secure.

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

• Staff have good knowledge of children's learning and use small-group times to provide a more targeted focus on specific learning outcomes. For example, older children learn about size as they determine what objects will fit into different-sized tubes. However, staff do not carefully consider distractions in the environment during these times, particularly for younger children. Consequently, at times, children lose focus on their learning.
• Children develop a love of literacy from an early age. Babies begin to turn pages of books and point to pictures. Older children learn about letters and sounds within the environment as they find an 'f' on the xylophone, supporting children's school readiness. Staff take children on visits to the library bus, where they choose books and read stories together.
• Staff speak clearly and role model language well, helping children to pronounce words correctly. Older children use more complex sentences and enjoy conversations with their friends. Staff use effective strategies, such as pictures and props, to help support younger children to build on their vocabulary. However, staff do not always provide consistent support for babies to help them communicate. At times, this impacts on their ability to interact and develop their understanding of language.
• Staff promote healthy living through activities and day-to-day routines. Children self-serve healthy snacks and older children enjoy making their tea with the nursery cook. This teaches children about healthy choices. Children follow good hygiene routines. For example, older children wipe their noses independently and attend to their own toileting needs.
• Early identification is a strength of the nursery. Designated leaders form effective links with other professionals to implement support plans at the earliest opportunity. Leaders engage with other settings that children attend to share information about their learning. Children make strong progress from their starting points.
• Staff provide children with many opportunities to explore their local community. They visit local farms and the garden centre, and they enjoy woodland walks. Leaders have recently worked with parents and children to complete a sponsored walk for charity. Children develop a sense of community and pride in helping others.
• Leaders ensure staff undertake well-targeted training. For example, staff use new knowledge from recent training to display family photos and create more homely areas for babies. This supports babies' sense of belonging. Leaders model good practice and place a high focus on staff well-being. They use self-evaluation well to identify areas for improvement and have recently enhanced the outside area. Leaders have provided more climbing equipment to support children's large physical movements.
• Partnerships with parents are effective. Parents have regular opportunities to visit the setting and share children's learning and achievements. Staff regularly send home activity bags for parents to share with their children, extending learning at home. Parents notice progression in children's confidence and social skills.

What the setting must and should do next

The provider should:

• review the organisation of small-group times for younger children, helping them to sustain their focus and concentration for longer periods
• implement consistent strategies for babies to support their early communication and language skills.