Daisychain Day Nursery

Highlights from Latest Inspection

Summary of key findings for parents

This provision is good • The dedicated manager and owner have high expectations of staff and for children. They have worked tirelessly together to identify and address areas for development, to improve the quality of the provision for children.

They gather and value the views of staff and parents, and respond promptly to any concerns. • The manager evaluates the quality of teaching accurately. She observes staff regularly and models effective practice to extend their skills and promote outcomes for children.

• Children are extremely happy. The kind and caring staff support them very successfully to settle on arrival and during the transition to the next base room. Staff ...praise children for their efforts and achievements to raise levels of self-esteem.

Staff support all children's individual needs and emotional well-being highly effectively. • Children's behaviour is impeccable. The manager and staff provide a welcoming and calm learning environment.

They are superb role models and consistent in their approach. They teach children to respect and value opinions of others. Children learn to share and take turns from an early age.

• Parents feel involved in their children's learning. Staff keep them very well informed about nursery events and children's learning. They receive a wealth of information throughout the day about their children's care and learning 'moments'.

Most parents share information about children's ongoing achievements at home to inform staff planning for children's next steps in learning. • Staff make accurate assessments of children's progress and use their knowledge about children's interests to plan and provide a wide range of stimulating activities, experiences and accessible resources that capture children's curiosity. • The manager monitors children's progress and the educational programmes well to identify and address any gaps.

Staff work with parents and other professionals to close gaps in children's learning to help prepare them for school. • At times, staff do not provide older children with enough time to think and solve problems by themselves. • Staff do not consistently make full use of opportunities during planned activities to extend younger children's engagement and creative ideas as well as possible.