Daisies Day Nursery

Daisies Day Nursery Rannoch House, 16 Crescent Green, KENDAL, Cumbria, LA9 6DR

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Inspection date

Previous inspection date 10/03/2014 23/04/2009

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early years provision

This inspection: 2 Previous inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The quality of teaching is good. Staff know their children well and plan a wide range of interesting and challenging activities. As a result, children make good progress in all aspects of their learning and development, in relation to their starting points.  Children are supported by kind and caring key persons. As a result, children feel emotionally safe and secure through the close bond and secure attachments formed between them and their carers.  Staff demonstrate a good understanding of their responsibility for safeguarding and protecting all the children in their care. As a result, children are kept safe and secure at all times.  Good relationships are firmly established with parents and carers. As a result, children's learning, care and welfare needs are effectively met and they are fully supported in their emotional well-being.

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It is not yet outstanding because

 Sometimes, staff do not fully respond to children's responses during activities to further challenge and extend children's creativity and critical thinking.  Opportunities to support children's use of their first language or other forms of communication are not fully embraced within the nursery to positively reflect children's cultural and linguistic identity and to further support communication and language awareness.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Inspection activities

 The inspector observed children playing in the baby, toddler, pre-school room and both outdoor play areas.

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Inspection activities

 The inspector held discussions with the manager, the staff and the children throughout the inspection.  The inspector held a meeting and completed a joint observation with the manager.

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Inspection activities

 The inspector took account of the views of parents of the early years children attending the setting who were spoken to on the day of the inspection.

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Inspection activities

 The inspector looked at children's assessment records, the planning documentation, and the systems for the monitoring of children's progress.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of staff working with children, the policies and procedures for the setting, and the documented self- evaluation systems that support the service.

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Information about the setting

Daisies Day Nursery opened in 2002 and is privately owned. It operates from a two single storey buildings in Kendal, Cumbria. The nursery serves the immediate locality and also the surrounding areas. The nursery opens five days a week from 7.45am until 6pm, for 51 weeks of the year. Children attend for a variety of sessions. Children are cared for in one large playroom for the three and four-year-old children, a baby room and a playroom for two to three-year-old children. It also has a sleep room, toilets, kitchen and staff toilets. Both buildings have access to an enclosed outdoor play area. There are currently 81 children in the early years age range on roll. The nursery receives funding for the provision of free early education for two-, three- and four-year-old children. The nursery supports children for whom English is an additional language and children with special educational needs and/or disabilities. There are currently 18 staff employed at the

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Information about the setting

nursery. Of these 14 staff work directly with the children, who all hold an appropriate early years qualification, including the manager with BA (Honours) in Children's Skills and Families. Six of the staff hold qualifications at level 6 and three at level 5. One member of staff holds a qualification at level 4 and seven staff hold a qualification at level 3. Two cooks are employed at the nursery. The nursery is a member of the Pre-School Learning Alliance and receives support from the local authority. The nursery is registered on the Early Years Register.

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

 enhance staff's confidence and skills in modelling how to be a thinker by posing carefully framed open-ended questions during activities to challenge and extend children's creativity and critical thinking

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

 enhance the already language-rich environment with additional references to all children's first languages, and other forms of communication used at nursery to support children's communication skills and language awareness.

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who attend

The manager and staff have a good understanding of the Early Years Foundation Stage and how to plan activities to meet children's interests and individual needs. They know exactly what their key children can do and make a note of their comments and ideas on their planning documents. Staff obtain a wealth of information from parents prior to children starting the nursery. They use this information to inform the planning right from the start of any arrangements to support children's future learning. By doing so, staff are clearly able to demonstrate that children make good progress in their learning and development, in relation to their starting points. Throughout the nursery rooms, staff ensure that sufficient challenge is provided in the resources accessible to children. For example, they provide harder jigsaw puzzles for older children rather than play tray or inset jigsaw puzzles, which are available for the younger children. They also make sure

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who attend

that particular activities and equipment that are linked to children's interests are arranged on the table for their arrival in a morning. For example, staff build on the interests of the children who request their favourite stories at the end of the session. They make sure that the contents of both story sacks are arranged on the table for the following morning session so they can play with them on their arrival. All seven areas of learning and the educational programme are fully covered in planning and support children's learning and all round development. Children have free access to paint, glue and malleable materials, sand and water, play dough, dressing-up and role-play equipment. This helps promote children's creativity and use of their imagination. Children access a range of electronic and battery operated interactive toys and information and communication technology resources. These help children to learn from an early age how to operate simple cause

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who attend

and effect toys, interactive activity toys, and as they get older more complex computer equipment.

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who attend

Staff monitor and review children's progress every six weeks to ensure that they meeting their expected levels of development. They highlight whether children are emerging , developing, or secure in each area and consistently track their progress. Records demonstrate how staff effectively plan, observe, record and identify the next steps for their key children. Their comprehensive assessments are consistently and regularly completed and this also includes the required progress check at age two. Staff use the Early Years Outcomes guidance to enable them to routinely track children's development to ensure that they are demonstrating typical development for their age. They use this information successfully to help them plan a comprehensive educational programme in each of the children's designated playrooms. Staff ensure that parents are fully involved in sharing what they know about their child's development. Parents receive a detailed written

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who attend

summary of their child's learning in each of the prime areas. At the same time parents are provided with a new 'All about me sheet' containing the next steps for their child and they are asked to complete the information sections to show what achievements are seen at home. Staff share information at collection times with parents to ensure that parents are effectively informed of what their children have been doing and of their most up-to-date progress. Parents are warmly welcomed into the nursery to share their experience and interests with the children. For example, parents have brought in new-born siblings, read books and played games, talked about their work, cooked with the children and completed yoga and exercise sessions. Staff, parents and carers have established strong, friendly relationships between them. They take part in fund raising events and often accompany their children on trips and visits. Parents are, therefore, successfully involved in

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who attend

partnership with the nursery and in their children's learning.

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who attend

Overall, staff's teaching is good across the whole nursery. Children clearly enjoy their time in the nursery. They love singing, dancing and join in enthusiastically with action songs and stories. Children listen attentively during circle time activities and story time sessions. When staff ask children who is in the story, they shout; 'the pirate and the pirate dinosaurs!' They sit totally enthralled and enthusiastically join in with the endings of sentences. Staff are skilled at this and use effective storytelling techniques to promote children's interest and learning. Some children also predict what is going to happen next in the story and eagerly shout out. However, occasionally during some activities staff do not always respond to children's comments to further challenge and extend their learning. Therefore, their interests at this time are not consistently extended to support their learning and opportunities to further engage them and promote their self-esteem are not

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who attend

always acted upon. Children enjoy creative activities linked to cultural festivals, for example, Holi, the festival of colours. Children use spray bottles filled with different colours to create their designs, leaving the imprints of letters of the alphabet on the sheets of paper. They dance around the outdoor play area shaking coloured scarfs to the music and go around the nursery rooms collecting coloured items in their matching coloured bucket. Children use tools competently and safely. They learn to use real hammers and nails in wood and create their names out of pieces of coloured wood. As a result, their small muscle control is developing well and these activities support their writing and literacy skills which are developing well. Children effectively gain the skills they require for their future move onto school and staff support children's continued independence very effectively. Older children are involved in activities to support their

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who attend

understanding of number, by calculating comparing and counting as they help set out the tables for lunchtime. They practise using scissors and various mark making media, such as chalks, crayons and pencils, and, as a result, develop good finger control. Children love to balance and take risks by jumping off equipment. They show off their skills to staff and encourage their friends. This demonstrates that their social and physical development is also progressing well.

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

Children are extremely happy and settled at the nursery. This is because the staff create a warm and welcoming environment and model good behaviour by being calm and caring in their manner. The key person system is well established and, as a result of this, children relate well to all the staff members and settle in easily because they cope well with the transition process. The effective settling-in procedures ensure children's smooth move from home to nursery and then on to school. For example, parents and carers are invited to visit with their children before starting the nursery which provides them with the opportunity to become more familiar with the environment and the people who will look after them. Parents know who their child's key person is, and they feel comfortable talking to all members of staff and the manager at any time. Parents complete 'All about me' sheets and information records, which gives staff a good understanding of children's

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

starting points. Staff also help prepare older children for the move onto the school nursery by ensuring they have the key skills they will need and making sure they are emotionally prepared for the change. Children are very confident and very self-assured. They confidently speak to visiting adults and explain what they are doing. Children seek out their friends to play with them indoors and outside where they ride wheeled toys, rock back and forth in dual seated rockers, and together they explore the natural construction materials and objects in sorted into different containers. This shows that they are making appropriate progress in their physical, personal, social and emotional development.

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

Staff keep children safe, indoors and outside, as they play in a secure, well-maintained and well-organised learning environment. Staff complete detailed risk assessments and daily safety checks to ensure children remain safe at all times. Children begin to learn how to look after themselves and how to take risks in safety. For example, staff give children clear explanations as to why they should not do something, such as hurting one of their friends. This helps children to fully understand why some behaviour is not appropriate at times. Children receive lots of positive praise and encouragement for staff in all that they do. This raises their self-esteem and helps develop their self-confidence. As a result, overall children behave very well because they have developed their own nursery rules and listen to staff about considering other people's feelings. Children celebrate the difference and diversity of the world around them by learning about different religious and

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

cultural festivals and events throughout the year and through displays and the activities they take part in. For example, children celebrate Chinese New Year, Holi, Diwali and events following the Christian calendar. Their understanding of world is further supported by displays and photographs showing children from around the world in their national dress. Children with English as an additional language develop strong foundations in the language that is dominant in the home environment. However, there is scope for staff to promote the use of home languages and alternative ways of communicating in the nursery environment. For example, by introducing dual language signs and books, and information about other forms of communication that people use, such as signing.

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

Children get plenty of fresh air and exercise and eat healthy snacks, which promotes their good health. They enjoy riding round the play area on scooters and bicycles and play in the sunshine with staff who effectively support their physical skills. Children follow the routines of the nursery very well. They help to tidy away toys ready for circle times, and sit down in the comfortable cosy corner for story time and singing. Children in the younger rooms enjoy a social occasion and sit down together for snack supported by their key person who encourages them to feed themselves. This helps them to develop a sense of belonging and security, which supports their emotional well-being successfully. Older children have a rolling snack in the pre-school room and their independent self-help skills are effectively supported. For example, they help prepare the snack with staff so they learn how to use tools, such as knives, safely and correctly. Children help themselves to a

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

plate and beaker, count out two pieces of fruit and pour their own drinks. After they have finished they take their plate and cup to the sink and wash and dry it ready for next snack time. Children also help staff prepare tables ready for lunch. They set the tables and pour the water ready for the children to sit down together and eat their healthy freshly cooked meal prepared by the cook. Children learn about eating healthily and staff advise parents through interesting displays about the suitable contents of packed lunch meals so all children eat healthily at nursery. Children learn to dress and undress themselves and learn good hygiene practices from an early age. Nappy changing is completed hygienically and children's privacy is maintained. Toilet training is completed in full discussion with parents so continuity is assured.

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provision

The manager has a very good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She is a lead practitioner for the nurseries in the area and works closely with the advisory team from the local authority to continue to develop and further improve the nursery provision. The comprehensive set of policies, procedures and parental information are all in place. They are kept up to date through thorough review processes and effectively implemented by the whole staff team. As a result, children are safeguarded and protected. The manager and staff throughout the nursery have a good understanding of what to do if they are worried about any child in their care. Staff keep comprehensive records and know who to contact if they have concerns. The safeguarding policy is shared with all staff, and regularly referred to at staff meetings to ensure that staff are very clear about their roles.

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provision

The manager has effectively addressed the recommendations made at the last inspection. She continually seeks to improve the nursery provision by completing robust self- evaluation of the nursery's strengths and areas for improvement. Robust recruitment and selection procedures are in place to ensure the suitability of new staff and the continued suitability of existing staff. All people working on the premises are fully vetted and suitably checked. All new staff go through robust induction procedures to ensure that they are fully knowledgeable about the running of the nursery and fully aware of their job roles and responsibilities. The manager and staff team work closely together sharing information daily with each other and more formally at regular staff meetings. At these meetings the staff team discuss their key children's progress, future planning and cascade training they have attended. Staff appraisal and supervision is well embedded and helps to maintain the

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provision

good quality of teaching by providing staff with the opportunity to identify their training needs and further support their professional development.

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provision

Parents' and carers' views are periodically collected through the use of questionnaires and their comments are recorded in log books in both nursery buildings. The manager collates the information and acts on any feedback received from these documents to make changes. There are an abundance of 'thank you' statements in the compliment books demonstrating that parents are very pleased with the provision. Parents spoken to on the day of the inspection express a high regard for the nursery and the staff caring for their children. They say how fantastic the nursery is and wouldn't send their children anywhere else. All the comments received are positive and very complementary of the staff and the progress their children have made since starting. The manager and staff team work hard to established good links with a large number of feeder schools in the urban and rural areas. Staff invite teachers into the nursery and in some cases key persons take their

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provision

children to their new school to help them settle in. Children are prepared well for their move by talking about what it will be like and what they will do and learning all the skills they require for their future move. Staff complete a written summary for each child detailing the progress they have made, which parents can share with their new teachers. This means that appropriate information is shared to help children and staff manage transitions very well. Relationships with other professionals, such as speech and language therapists, health workers and social care teams, involved with children are firmly established and contribute in supporting children's overall learning and welfare. By doing so, they effectively support all children's care and education, and secure early intervention swiftly when required.

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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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 EY308627 Local authority Cumbria Inspection number 856642

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 49 Number of children on roll 81 Name of provider Susan Ann Barnes Date of previous inspection 23/04/2009 Telephone number 01539 739183

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Type of provision

set out in the guidance ‘Complaints procedure: 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, which are usually the childminder’s 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

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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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