Daisybank Day Nursery Ltd

Daisybank Day Nursery Ltd The Old Methodist Church, Wellington Road, Bollington, Cheshire, SK10 5JR

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Inspection date

Previous inspection date 31 August 2016 Not applicable

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Managers and practitioners demonstrate their strong commitment to achieving the best outcomes for all children. Children are eager to play when they arrive at the nursery. Their well-being is promoted effectively.  The play and learning environment is presented to a very high standard. The managers' attention to detail means that children continuously find new things to interest them. Children explore freely and become self-motivated learners.  Children go on regular outings and this helps them to learn about their community and the world. Outings help to enrich children's play and learning. For example, children's spontaneous role play incorporates what they learned when they visited a local cafe.  Practitioners work in partnership with parents to establish starting points for children's learning. They accurately summarise children's achievements and regularly report these to parents. Parents comment that they feel well informed about their children's care,

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This provision is good

learning and play.  Managers evaluate the provision. They make plans that show what will be changed. The changes improve what children know, understand and can do.

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It is not yet outstanding because:

 The manager's supervision of practitioners' performance does not focus sharply enough on assessing the quality of their teaching.  On occasion, practitioners miss opportunities to say the words that match younger children's gestures and actions. As a result, not all children make the swiftest possible progress in learning to speak.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 build on the systems for assessing practitioners' performance and focus more sharply on helping them to develop an expert knowledge of teaching and learning  strengthen techniques for modelling language so that children who are learning to speak, routinely hear the words that match their actions.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector completed a joint observation with the nursery manager.  The inspector held a meeting with the nursery manager and provider. She looked at relevant documentation, such as the nursery's action plan and evidence of the suitability of staff working in the nursery.  The inspector spoke to a small selection of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

Managers are actively involved with developing every aspect of this newly established nursery. They seek, welcome and act on the views of parents, children and practitioners. Managers establish systems for checking and collating children's achievements. They check that the assessment of children's progress is accurate. They introduce new resources and experiences so that the programme of activities promotes children's progress well in every area of learning. Managers make sure that the premises are safe. For example, the temperature of the hot water in the children's sinks is safely controlled. Arrangements for safeguarding are effective. Systems for recruiting practitioners are robust and include rigorous suitability checks for candidates. Practitioners are well trained. They know what to do if they recognise any signs that a child may be at risk of abuse or neglect.

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Quality of teaching, learning and assessment is good

The well-qualified practitioners make observations of children which they skilfully use to help them plan activities. For example, they know that children are interested in learning more about animals. They select stories, songs and toys that include many different animals. As a result, children learn the names of the animals and their vocabulary grows. They listen with pleasure to stories and learn that printed words carry meaning. Children's physical development is promoted well indoors and in the outside play area. They learn to climb steps and confidently descend the slide. Babies happily set off holding the handle of a push-along cart and this helps them to learn how to walk. Children count out loud when they step up and down steps and this helps to promote their early numeracy.

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Personal development, behaviour and welfare are good

Practitioners are friendly and courteous role models and children learn to be polite and to respect other people. Consistent routines mean that children know the behaviour that is expected. For example, at group times children know that they sit down on individual small circular mats and that it is time to listen. Children's independence is promoted well and they learn to feed themselves. Practitioners help children to make healthy choices in their diet. For example, they teach children about taking enough, but not too much, fruit for snack. Children with allergies to certain foods are kept safe because important information is shared effectively. Children learn to keep themselves safe. For example, they learn that on outings they must not talk to strangers.

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Outcomes for children are good

All children acquire the skills, knowledge and attitudes to learning that prepare them well to start school. Children know and can follow consistent daily routines. They can sit for increasing periods in small adult-led groups. They know the words and actions to familiar rhymes and songs. Children can count with increasing accuracy. They can recognise, match and sort colours. They know the names of different animals and can imitate the sounds that some animals make. Younger children feed themselves with increasing skill, using spoons. Older children begin to cut up their food using knives and forks. Children move and climb with confidence.

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Setting details

Unique reference number EY497174 Local authority Cheshire East Inspection number 1034976 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register Age range of children 0 - 1 Total number of places 50 Number of children on roll 10 Name of registered person Daisybank Day Nursery Limited

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reference number

Date of previous inspection Not applicable Telephone number 07973378277

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reference number

Daisybank Day Nursery Ltd was registered in 2015. The nursery employs five members of childcare staff. Of these, one holds an appropriate early years qualification at level 6, one at level 5, one at level 4 and one at level 3. The nursery opens from Monday to Friday and all year round. Sessions are from 8am until 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

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reference number

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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reference number

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

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reference number

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reference number

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

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