Daisy Chain Pre-School

Inspection of Daisy Chain Pre-School Daisy Chains Preschool, 923 Ashton Road, Oldham, Lancashire OL8 3HX

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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 happily enter this warm, nurturing and lively setting. They are keen to see the staff and their friends. Staff build positive relationships with children that help them to feel safe and secure in their care. Staff have high aspirations for children and foster a 'can-do' attitude. As a result, children are confident to ask for help when they need it or to tell staff, 'I can do it!' This helps build a strong foundation for future learning. The setting provides an inclusive environment where each child's uniqueness is acknowledged and celebrated. For example, children learn about each other's cultures and beliefs as they celebrate special events throughout the year.

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The provision is good

Staff are positive role models and have appropriate expectations for children's behaviour. They use effective methods to praise and reward children. This helps children to learn positive behaviours, such as sharing and taking turns. Children are kind to their friends. They offer each other support and encouragement. For example, they work together to build their farm. Staff actively encourage this collaborative working, which helps to build on children's problem solving and critical thinking skills.

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The provision is good

Staff encourage the children to be as independent as possible. Children attempt to put on their own wellington boots and coats to play outdoors. They capably serve themselves at snack times and see to their toileting needs. These self-care skills help all children, including those with special educational needs and/or disabilities (SEND), to prepare for the next stage in their learning.

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need to do better?

n There is a strong focus on supporting children's communication and language. Staff engage in meaningful discussions with children. For example, they ask children pertinent questions when creating their potions. This provides opportunities for children to use new words, such as 'swizzle stick', and 'sparkly'. As a result, children become confident and articulate communicators. n Stories, songs, and rhymes are key elements of the daily routines. Staff use songs to help children understands what is happening next, such as tidy up time. Children enjoy the opportunities to listen to stories. They develop an understanding of the roles of the author and illustrator. This enables children to develop a love of reading and early literacy. n The provider has created a balanced curriculum that sparks children's thirst for learning. Staff know and understand the next steps for children. However, occasionally they do not always use their knowledge of children's next steps to

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need to do better?

extend their learning. For example, staff do not always focus on supporting children who need to develop their listening skills. As a result, some children are

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need to do better?

14 November 2024 easily distracted and do not focus on the activity. n The curriculum provides a range of activities that builds on children's learning from home. For example, staff use children's interests, such as superheroes to help develop their imagination and creativity. This fosters a rich environment that encourages children to understand different attributes, such as kindness, helpfulness and determination. n Staff provide an enabling environment that helps children to initiate their own play and learning. However, they do not always plan focused activities, such as circle times effectively. During these times staff do not support and extend children's learning well enough. Subsequently, children do not gain the most from their planned learning. n Mathematics is firmly embedded throughout the curriculum. Children are provided with many opportunities to learn about numbers, measure and shapes.

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need to do better?

They talk about, needing 'one-more,' 'heavy' and 'light.' Consequently, children develop the confidence to use their early mathematical knowledge in their play. n Support for children with SEND is good. The provider identifies when children may need additional help with their learning. They make swift referrals to partner agencies and work collaboratively with parents to support the children. These timely interventions help to narrow the gaps in children's learning. n Children benefit from lots of opportunities to stay fit and well. They learn about the importance of good hand hygiene and oral health. As a result, children develop the confidence to take responsibility for their own well-being. n Partnerships with parents are good. The provider shares ideas with parents of activities to do at home with their children. The lending library has been a success and has resulted in a positive impact on children's love of books.

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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 use information about what children need to know and learn next, to consistently implement their next steps n focus more precisely on the organisation of routines and group activities that supports all children's engagement and learning.

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Setting details

Unique reference number 511719 Local authority Oldham Inspection number 10359820 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 36 Number of children on roll 26 Name of registered person Daisy Chains Pre-school (Oldham) Committee

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reference number

Telephone number 0161 633 6338 Date of previous inspection 4 December 2018

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Information about this early years setting

Daisy Chain Pre-School re-registered in 2001 and is located in Oldham, Lancashire. The pre-school employs five members of childcare staff. Of these, five hold appropriate early years qualifications at level 3 and one holds a qualification at level 6. The pre-school opens from 9.15am to 4pm, Monday to Friday, term time only. Children attend for a variety of sessions. The pre-school offers government funded places for children aged two years to four years. They also offer places for children in receipt of funding for disadvantage.

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Inspection activities

n The deputy manager joined the inspector on a learning walk and talked with the inspector about their curriculum and what they want children to learn. n Children spoke to and interacted with the inspector during the inspection. n The deputy manager and inspector conducted a joint observation of a group activity. n The inspector spoke with some parents who gladly shared their views on the setting. n Staff and the special educational needs coordinator spoke to the inspector about how they support children with SEND. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The nominated individual and deputy manager spoke to the inspector about the leadership and management of the setting. 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

14 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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