Children's Place Daisy Hill

Inspection of Children's Place Daisy Hill DAISY HILL LYNFIELD MOUNT, HEIGHTS LANE, BRADFORD BD9 6DP

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children show positive attitudes towards their learning across the nursery. They receive time and support from staff to explore all areas of the nursery freely and make choices about their play. This supports their learning across all areas of development. Staff offer empathy and comfort to children who are new to the nursery and need further reassurance. Staff get to know children well and offer play opportunities that are tailored to their interests and next steps in learning. Staff display high levels of interest in children's play, and, as a result, children thrive in their care.

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The provision is good

Children receive many opportunities to develop their physical skills. For example, children manipulate play dough and scoop sand. They enjoy making marks in cornflour and paint. Children learn how to move around freely and avoid obstacles as they run in grass and leaves. They use climbing frames and balancing beams. Children learn how to take appropriate risks under the supervision of staff. These experiences support children to build their small- and large-muscle skills

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The provision is good

Children display high levels of confidence throughout the nursery. They learn to be expressive and use their imaginations as they play in the mud kitchen and home corner. Children play well together and seek support from adults where needed. Communication between children and staff is effective. Staff listen to children and allow thinking time before responding. This supports children's ability to understand and speak confidently.

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need to do better?

n Leaders and staff put in place tailored care and learning plans to support children with special education needs and/or disabilities (SEND). Staff are attentive in supporting children with SEND to access areas of learning. They adapt the learning environments to help children to learn how to manage their emotions. Leaders ensure that referrals to outside agencies are made in a timely manner to ensure an inclusive approach. This helps children to make good progress in their learning. n Staff read stories to children with enthusiasm. Children explore table-top activities, which are set up by staff, with curiosity and show a love for learning. However, on occasion, staff's interactions do not consistently help to deepen children's engagement in their learning and extend the skills of what children know and can already do. n Staff encourage children to carry out self-care routines independently. They consistently offer children support and praise for their efforts. Children overcome

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need to do better?

challenges and build on core skills, such as taking first steps, communicating needs, self-dressing and toilet training. Children show pride in their

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need to do better?

22 October 2024 achievements and develop the ability to keep on trying. n Staff promote positive behaviour, such as handwashing and good manners at mealtimes. As a result, children learn how to wait patiently at mealtimes and behave well. Children take turns and share as staff talk to them about their play and care routines. This allows children to know how to behave and what to do next in routines. n Children learn about diversity through stories and activities. Staff support them to understand the differences they share with others. For example, children learn about events and celebrations, such as Halloween, Eid and Chinese New Year. As a result, children find out more about their community and the wider world from an early age. n Leaders share knowledge and information with parents, carers and staff. For example, they share information about healthy eating, the benefits of outdoor play and appropriate screen time use to promote children's health and well-

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need to do better?

being at home. Leaders have set up a clothing and book bank in the nursery for families to access freely. This offers further support to parents in overcoming the current challenges of today's modern day living. Staff report good levels of support for their well-being from leaders. They receive support and training to keep their skills and knowledge up to date. This support from leaders improves outcomes for children both in the setting and at home. n Parents benefit from updates about their child's development via an app. Parents describe the nursery as wonderful and nurturing and say that leaders are approachable and caring. They recommend the nursery highly to others. Parents report that staff prepare children well with the skills that they need to start the next stage in their education.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n provide support to ensure consistently high-quality interactions with children to build on what children already know and can do and further challenge their learning.

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Setting details

Unique reference number EY252556 Local authority Bradford Inspection number 10367528 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 56 Number of children on roll 94 Name of registered person The Children's Place Ltd

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reference number

Telephone number 01274 363 146 Date of previous inspection 12 February 2019

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Information about this early years setting

Children's Place Daisy Hill registered in 2003 and is located in Bradford. The setting employs 23 members of childcare staff. Of whom, 17 hold appropriate childcare qualifications at level 3 and above. The nursery opens all year round, from 7am to 7pm, Monday to Friday, except for bank holidays and two training days. The nursery offers government funded childcare for children aged between nine months and four years.

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Inspection activities

n The manager and the inspector completed a learning walk together of all areas of the nursery and discussed the early years foundation stage curriculum n Children spoke with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Staff spoke to the inspector about how they support children with SEND. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out joint observations of group activities with the manager. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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Inspection activities

We carried out this inspection 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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Inspection activities

22 October 2024 regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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