Miss Daisy's Nursery School, Knightsbridge

Inspection of Miss Daisy's Nursery School ST SIMONS CHURCH, Milner Street, London SW3 2QF

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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

The staff team enthusiastically greets children. Leaders and staff provide a safe, welcoming and stimulating learning environment for children. Staff are supportive and responsive to children's needs. This ensures that children's emotional needs are met. Children are curious as they explore a wide range of high-quality resources. Leaders and staff have established an inclusive, diverse setting where children's unique personalities, cultural backgrounds and their families are celebrated. For example, staff help children to make a pretend 'Thanksgiving dinner' during a role-play activity. Staff extend children's learning further during a cooking activity as they make Russian pancakes called blini.

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The provision is good

Leaders and staff provide an ambitious curriculum that challenges children. Children of all ages enjoy the learning experiences on offer. For example, staff support children to explore their gross motor skills. Children enjoy moving their bodies in a variety of different ways as they warm up for their football session. Children make good progress from their starting points.

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The provision is good

Staff engage well with children and have high expectations of their behaviour. Staff explain to children that they should ask for a turn rather than taking a toy from another child. Staff continue to reinforce the rules when needed, and children behave very well.

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need to do better?

n Staff actively engage with children in shared reading sessions, where they discuss the characters and retell the storyline. Children then re-enact well-known stories, and they build houses and bridges in the garden. This fosters a love for reading, enhancing children's speaking and creative skills. Staff converse with children and introduce new words regularly. For instance, during lunchtime, children talk about healthy food and its impact on their bodies. This expands their vocabulary and communication skills. n Leaders and staff are dedicated and hard-working. They observe and assess what children achieve. They know children's individual needs and interests very well. For example, children enjoy playing with cars and staff encourage them to drive cars on the road created on the wall. This helps to improve their hand-eye coordination. However, staff do not always make precise use of their observations to tailor children's learning opportunities. On occasion, staff plan

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need to do better?

activities that cover a range of learning intentions and do not focus specifically on what children need to learn next. This means that some children do not consolidate their skills before moving on to the next learning intention. n Staff help children to develop their small muscles and independence from a young age. For example, children confidently peel and cut fruits before snack

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need to do better?

18 November 2024 time. Additionally, staff provide malleable activities, such as play dough or sand exploration, that help to build strength in children's hands and fingers. n Children benefit from regular opportunities to be physically active. Staff provide a wealth of experiences to enhance children's large physical skills. For example, children enjoy regular forest-school sessions that help to support risk-taking, play and exploration. Children have good fun in the indoor soft-play area, where they practise their coordination and balancing skills. n Staff support children to understand how to manage their feelings and behaviour. They support their personal, social and emotional development well. Staff help children to learn to be kind to one another and listen to and respect their peers. Staff offer praise and encouragement, which builds on children's confidence and self-esteem. n Leaders know their roles and responsibilities to ensure staff are supported

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need to do better?

effectively. They hold regular supervision meetings and complete observations of staff practice to help identify any training needs and to offer best support to enhance their skills further. Staff comment that they feel well supported by leaders. n Partnerships with parents are well established. A collaborative two-way approach to children's learning and development is achieved by ongoing communication, parents' evenings, open days and daily feedback. Parents speak highly of the quality of the care and education their children receive.

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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 tailor activities and learning opportunities more precisely to children's individual learning needs to support them to consolidate their skills.

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Setting details

Unique reference number EY477460 Local authority Kensington and Chelsea Inspection number 10355421 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 65 Number of children on roll 22 Name of registered person Miss Daisy's Nursery Schools Ltd

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reference number

Telephone number 02077305797 Date of previous inspection 28 November 2018

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Information about this early years setting

Miss Daisy's Nursery School registered in 2014. The nursery employs 10 members of childcare staff. Of these, four hold qualified teacher status and four have appropriate early years qualifications at level 2 and above. The nursery opens from Monday to Friday during school term time. Sessions are from 8.30am until 3.30pm. The provider offers the government funded places for childcare.

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Inspection activities

n The manager and inspector completed a learning walk together and discussed the early years 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 The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The manager and inspector carried out a joint observation. n The inspector spoke to parents during the inspection and took account of their views. n Leaders showed the inspector documentation to demonstrate the suitability of staff.

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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

18 November 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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