Daisybank Day Nursery Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

The children have really warm relationships with all the staff.

Due to COVID-19, parents drop their children off at the front door. The children have adapted to this and bounce in, cheerily greeting their friends. The nursery is based in a converted house.

The many domestic pieces of furniture and the use of the dining kitchen by the children at mealtimes, gives the provision a very homely feel. Encouraging outdoor play is a key part of the nursery's ethos. Children spend a considerable amount of time in the carefully organised, wooded garden or the local parks.

They are encouraged to safely take calculated ri...sks. For example, they skilfully climb on the low tree branches or scale the large ladder to access a wooden platform and slide. The outdoor curriculum is designed to introduce children to new concepts and develop their self-confidence.

For example, staff trained in outdoor learning show children how they safely light a fire. Children are also encouraged to care for a range of animals, including ducklings, chicks and lambs. Staff understand that children must develop their muscle strength, coordination and small-muscle skills before mastering the finer skill of learning to write.

Outside play also provides daily opportunities for children to become increasingly independent as they practise putting on their outdoor clothing.

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

The managers assign core staff to individual group rooms, so they get to know the children well. They also identify staff's strengths and encourage them to use their skills, to enhance the nursery experience for all children.

For example, staff who play musical instruments lead music sessions and staff trained in physical fitness lead sports sessions across all age groups.Staff undertake regular assessments of children's abilities. They identify next steps in children's learning and use these to plan activities.

The special educational needs coordinator (SENCo) has a good understanding of any children where the nursery has identified initial concerns about their development. The staff liaise with parents and other professionals as appropriate. The SENCo helps staff make plans to adapt the curriculum to meet the children's learning needs, while further assessments are undertaken.

Most staff have excellent skills in encouraging children to think for themselves and solve problems. For example, children work together to mend their camouflage den and find ways to successfully attach the canopy. Staff extend children's understanding.

They refer back to past learning. For example, they remind children about when they looked at how igloos are made. Children attempt to make their own structures and experiment, with staff's help, in making the structure less wobbly.

The management team have implemented staff appraisals and supervision sessions. Some room leaders have a detailed knowledge of how they are supporting the room staff they manage. They frequently give precise feedback which is aimed at building teaching skills.

However, other staff are not given this level of regular support to raise their teaching to an even higher level.Most staff have a clear understanding of why activities have been planned and how these build on what children know and can do. However, others are less sure.

This means that, although all children enjoy the activities provided, some staff are less able to support children to make the most progress.Parents describe the nursery as, 'like a second home'. They say their children are always excited to attend and they praise the 'exceptional outdoor activities'.

They describe the staff as 'nurturing'. Parents feel they have very good communication with staff, either at handover times or via the online system. They are very clear who their child's key person is, even where this has recently changed.

They have good information about what their child is learning.Children behave well. They understand the routine of the day and the simple rules, such as using 'kind hands'.

Staff use coloured cards as prompts for some children, to stop and think about what they are doing. Staff use activities to actively teach children how to cooperate and play together. Children and adults show respect for each other.

Children are provided with nutritious, freshly prepared meals. The dining experience is very calm. All children, including babies, successfully feed themselves.

Staff clearly know which children have food intolerances and prepare their meals separately where necessary.

Safeguarding

The arrangements for safeguarding are effective.The managers and staff recognise their individual responsibility to keep children safe and what would constitute a safeguarding concern.

They understand the need to work as part of a multidisciplinary team to protect children they may be concerned about. Staff are reminded of the importance of keeping information confidential and have secure places to store documents. The management team deploy staff effectively, to ensure appropriate child-to-adult ratios are maintained.

All staff have first-aid training and food hygiene training. This supports their understanding of how to keep children safe and what to do in an emergency.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen all staff's understanding of the learning intention for planned activities build on the arrangements for professional development to provide all staff with regular support, so that they can improve their teaching practice even further.