Daisy Chains Nursery

Daisy Chains Nursery St Stephens Walk, South Ashford, Kent, TN23 5BD

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Inspection date

Previous inspection date 13/12/2012 Not Applicable

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early years provision

This inspection: 3 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 The new owners have established an effective and inspiring action plan to raise standards in the nursery, in partnership with the staff, parents and children.  The learning environment is interesting and stimulating, with a broad range of equipment to support all areas of the curriculum which helps children engage in purposeful play.  Children are happy and settle well in the nursery because they have a key person who knows them well and makes them feel secure.

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It is not yet good because

 Children do not have enough opportunities to develop independence at snack times.  There are some weaknesses in the programme for expressive arts and design, which limit children's independence in learning.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed children playing indoors and out, in both child-initiated and adult-led play.

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Inspection activities

 The inspector met with the leader and manager to discuss their plans for improvement.  The inspector examined a sample of documentation.

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Information about the setting

Daisy Chain Nursery, owned by Grove Nursery Management Ltd, originally opened in 1995 and was registered under its present ownership in June 2012. The nursery operates from a community building in South Ashford, Kent. The setting is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. The nursery is open each weekday from 8am to 5pm for 51 weeks of the year. Children use a large dedicated playroom with its own outdoor area. The nursery also has use of the large hall. The nursery receives funding for free early years education for three- and four-year- olds. It provides for children with special educational needs and/or disabilities, and those who speak English as an additional language. There are five staff employed to work in the setting; of these, four have a level 3 qualification in childcare. The nursery has giant African land snails, a hamster and some fish.

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must:

 develop the educational programme for expressive arts and design to further children's independence by providing opportunities for them to think creatively, solve problems and explore a variety of media and materials in open-ended play.

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To further improve the quality of the early years provision the provider should:

 Develop children's independence in self-care by involving them in snack preparation.

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who attend

Staff have a suitable understanding of how to promote children's learning and development. They get to know individual children and understand their personalities and learning styles. Children spend the majority of their time in free play, and staff are skilled at playful interaction, which engages children and extends their ideas. For example, children spontaneously play musical instruments together, and a member of staff invites them to march together and stop and start when the leading child says so. The children enjoy this and also gain skills in cooperative play and listening. Staff plan an appropriate range of activities in messy play and craft. Generally, play is open-ended, and children can follow their own ideas in playing with dough or creating pictures. For example, staff support children making sponge-print paintings to use the sponges as brushes and paint the table. This gives children the chance to explore the materials as they choose and learn

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who attend

early writing skills. However, staff limit children's independence when they restrict the craft ideas and only permit children to do the planned activity.

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who attend

Children benefit from a suitable range of activities that cover the whole curriculum. They learn about the natural world, for example when they discover the ice in containers that have been out overnight. Children examine the world through binoculars and use toy phones to chat with their friends. Children enjoy playing board games and develop their concentration by staying with the games to their conclusion. Staff are aware of each child's stage in their language development and use suitable strategies to support their learning, such as speaking clearly in short sentences, or expanding children's vocabulary.

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who attend

Staff make observations of children's achievements and are beginning to use a new format for recording children's development through the Early Years Foundation Stage. Staff have a sound understanding of how to use 'Development Matters in the Early Years Foundation Stage' to track children's learning, which helps them to identify children's achievements. They have a suitable understanding of how to plan activities to meet children's learning needs and are developing their skills with extra training and mentoring. The new formats also record the parents' views and input, increasing the parents' involvement, which is currently mainly verbal.

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The contribution of the early years provision to the well-being of children

Children settle well in the nursery because they have a key person who knows them well. Children learn to separate confidently from their parents and enjoy exploring from their secure base. They go readily to staff when in need of comfort and can easily reach comfort items such as dummies or blankets if they need to. Children have their personal belongings on pegs with their photograph attached, which gives them a good sense of belonging. Staff have created a good learning environment. Children can easily reach a wide range of toys and play equipment, which are of good quality. Natural objects such as shells, and household objects such as spoons and whisks, enable children to explore a variety of materials and textures. The room has soft-play equipment and cosy corners in which children can snuggle up with a book. There are also communication-friendly dens, which support children in their early language development. The outdoor area has been

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The contribution of the early years provision to the well-being of children

refurbished to provide year round play opportunities and interest. Children describe it as 'beautiful' and enjoy playing outside on a daily basis.

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The contribution of the early years provision to the well-being of children

Children have suitable opportunities to enjoy a healthy lifestyle. Their physical development is fostered by active games in the large hall or outside area, and by using the soft play indoors. Children enjoy testing themselves by jumping along low, wooden stepping-stones. They can take care of their personal hygiene in a well-planned washing area, where they can easily work the soap dispensers and taps. Children eat healthy snacks but do not help to prepare the snack or take responsibility for laying the table, which limits their future independence.

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The contribution of the early years provision to the well-being of children

Children's behaviour is appropriate for their age. They learn to cooperate as they play games which require them to take turns and work together. Children enjoy the opportunity to take care of a variety of pets, which helps them to learn about living things in their environment. Children also show empathy for each other by bringing something to comfort a friend who is crying, for example. Overall, children gain useful skills which help them in their transition to school.

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provision

The staff team have a sound understanding of the safeguarding and welfare requirements. All staff are checked as to their suitability and are familiar with the nursery's policies and procedures. They know what action to take should they have concerns about children in their care, and work with local agencies to support the well-being of children. The security of the nursery is well-managed to make sure that no unauthorised people can gain access. Children, staff and visitors are signed in and out, and all documentation is maintained appropriately. This supports children's welfare.

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provision

The new owners have quickly established very strong methods for bringing about improvement. They have an excellent understanding of how to monitor children's learning and meet their educational needs through the educational programmes, learning and assessment. Their long-term plan is to provide a high standard of care and education, and they are working closely with staff, parents and children to establish shared goals and action plans. As a result, they have set challenging targets, which are rooted in a careful analysis of the setting's strengths and areas for improvement. Some improvements have brought about immediate benefits for children, such as the improved learning environment in and out of doors. Others are taking time to embed, such as improving staff's skills in planning and assessment methods. Staff receive good support to improve their skills through training, mentoring and supportive appraisals and supervision.

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provision

Parents are appreciative of the care staff take to help their children settle, and feel that the key person knows their child well. Parents value the verbal feedback on their child's day and are pleased to see the improvements being made. For example, parents of active learners are glad that the outdoor area has been so well refurbished. Staff work in partnership with most of the receiving schools, which helps children make a suitably smooth transition. Staff are building a good relationship with the local authority and understand that working in partnership with other professionals supports the consistent care of children.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY440339 Local authority Kent Inspection number 891148 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 2 - 8 Total number of places 30 Number of children on roll 21 Name of provider Grove Nursery Managment Ltd Date of previous inspection Not applicable Telephone number 020 8699 2629

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Setting details

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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