Daisychain Nursery

What is it like to attend this early years setting?

Children are curious, engaged and always motivated to learn. Leaders champion their staff to follow children's interests and create teachable moments to help children know more and remember more. For instance, staff notice the joy a familiar story brings to children and use this to build on what children already know about the world they live in. They extend children's knowledge through play by carefully creating an ocean of sea animals with different materials for children to find and sort. Consequently, children develop knowledge of different materials, recycling and how to take care of their planet.

Each morning, children start the day with a music session. Staff play their guitar and support children to choose the nursery rhymes they would like to sing. They excitedly wait for their turn to pick. They join in by moving their bodies to the music. Staff reinforce new words with signs and gestures. This helps children learn new words rapidly and build a repertoire of songs to support their communication and language skills.

Staff are calm, kind and compassionate at all times. They excellently role model the behaviour expectations in the setting. Showing children how to be confident to say 'stop' or 'no, I do not like it.' They teach breathing techniques and regulation strategies to help children to regulate their emotions. Where children struggle, staff swiftly intervene and use personalised and targeted approaches to support children to be successful. Consequently, children's behaviour and attitudes are positive.

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

• Well-being is a high priority for leaders. Staff speak fondly of the care and attention they receive as valuable team members. For example, leaders renovated the break room to ensure that staff have a cosy space to rest. The room is filled with warm blankets and activities for staff to help them unwind during their generous rest breaks. Leaders recognise that taking care of their team impacts children's learning journeys and staff ability to build strong bonds with children to help them feel safe and secure.
• Staff prepare nutritious meals for children to enjoy. Leaders ensure mealtimes are well planned to help children develop healthy eating habits. During mealtimes, children learn to serve their own food. They count how many scoops of pasta they put on their plate and carefully pour their own drinks of water. Staff help children to feel successful by carefully guiding the bottom of the jug to help them pour the water on target. Consequently, children develop healthy eating habits and strong independence skills.
• Leaders recognise that every child has a different need and learns in a different way. Children have regular 'capture weeks' that focus on their individual progress. Staff share this information with parents and send notes to say 'together we could'. This helps staff and parents work collaboratively both in the setting and at home to support children to reach the milestones they are capable of.
• Staff are knowledgeable about the areas of learning that they teach. Overall, the curriculum is implemented well and staff present information clearly to children. They use a range of strategies to help children build on what they already know and can do. Children make good progress.
• Children enjoy a range of physical activities to help them make progress in their physical development. Staff encourage babies to develop their core muscles in a variety of ways. They ensure the environment challenges babies to stretch, roll, crawl, climb and walk. For example, babies practise their crawling and cruising skills on the climbing frame. They hold on to the side to steady their balance as they master one step at a time. Staff support babies to keep on trying and celebrate when they reach the top, helping children to become more confident in their movements.
• The curriculum for literacy is, in the main, designed and implemented very well. For example, when staff plan stories well, children are highly engaged, repeat key phrases they hear and actively listen. However, story time is not always carefully planned and delivered consistently well throughout the day. This means in some sessions, children become distracted, restless and lose focus.
• Support for children with special educational needs and/or disabilities is strong. There is a clear culture of working jointly and proactively to ensure all children receive the support they need to achieve and thrive. Staff swiftly identify any additional needs and with support from the special educational needs coordinator, implement precise intervention plans. Staff are patient, responsive and respectful in their interactions with children. Close collaborative working with involved professionals further supports children to make good progress.

What the setting must and should do next

The provider should:

• enhance the curriculum for literacy that helps children benefit from the value of story time and that enables high engagement.