Daisies Child Care Ltd High Field Centre

Inspection of Daisies Child Care Ltd High Field Centre Highfields Community Association, 96 Melbourne Road, Leicester LE2 0DS

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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 quickly separate from their parents and engage with activities that staff provide. Children show they have strong bonds with staff at the nursery as they seek out their familiar adult who greets them with a smile. Children receive praise from staff when they follow instructions, helping to raise their self-esteem. Staff support children to understand their emotions as they encourage children to talk about how they are feeling. Children show they feel safe as they openly talk about why they may feel sad or angry.

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The provision is good

Children are becoming confident communicators as they engage in conversations with their friends and members of staff. They benefit from a range of activities which staff plan to support their developing skills. Older children are beginning to refine their language as staff teach them the difference between 'under' and 'on top'. Children begin to use mathematical language as staff teach them how to identify which towers are big and small. They enjoy weighing dinosaurs and comparing heavy to light. Younger children enjoy practising their pouring and scooping skills as they plant seeds in soil. Staff encourage children to be creative with mark-making opportunities. Younger children enjoy painting a picture of a beanstalk they have seen in a story. Older children make cards to celebrate Eid.

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need to do better?

n Leaders have established a clear curriculum which is well-sequenced and ambitious for all children. They consider children's starting points and tailor their curriculum accordingly. Leaders prioritise supporting children to develop their language skills and to be able to communicate their needs in English before starting school. n Staff support children's communication and language skills well. Their interactions with children are consistently of a high quality. Staff use simple, age- appropriate language with all children. Children enjoy singing nursery rhymes and familiar songs with staff. Staff are particularly skilled in supporting disadvantaged children, including those who speak English as an additional language. They provide targeted intervention programmes to support these children. Staff use a range of different strategies to support children's developing language skills, such as visual aids and sign language. Consequently, all children

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need to do better?

make significant progress with their language skills before starting school. n Generally, children behave well. They listen to and follow instructions which staff provide. However, on occasion, children display signs of unwanted behaviour. Although staff react quickly to this behaviour and intervene to support children, they do not always help children to understand their behaviour or how they can improve it. For example, when several children want the same toy, staff tell them to share. They do not help children to understand what sharing means or how to

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need to do better?

25 March 2025 do it. n Children with special educational needs and/or disabilities (SEND) are well- supported. Staff understand children's needs and know how to tailor and adapt their activities to ensure all children are included. For example, they provide chairs for children who may struggle with their mobility. Staff adapt and simplify games to allow all children to participate, including those who struggle to understand and need additional support. Leaders work closely with a wide range of external agencies to further support children with SEND, such as health visitors, paediatricians and inclusion teams. Leaders ensure that children with SEND are able to fully access the curriculum to the same extent as other children. This includes trips out into the community, such as to the library or local shops. n Children are beginning to make independent choices about what they would like to do and which activities they would like to participate in. However, they are not

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need to do better?

yet fully supported to become more independent with their self-care skills. Staff do not always give children time to do things for themselves. For example, staff wash children's hands for them and put on their coats. This does not support children to manage their own needs before starting school. n Staff have developed strong partnerships with parents. Parents are well- informed about their children's developmental progress and receive advice from staff to support their children's learning at home. Parents speak highly of the care provided by the staff and praise how well they know their children.

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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 improve staff's understanding of behaviour management strategies to ensure children fully understand how to make positive behaviour choices n support staff to identify when they could provide further opportunities for children to do things for themselves, such as during self-care routines.

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Setting details

Unique reference number EY499638 Local authority Leicester Inspection number 10391590 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 60 Number of children on roll 47 Name of registered person Daisies Childcare Ltd

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reference number

Telephone number 01162122587 Date of previous inspection 4 July 2019

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Information about this early years setting

Daisies Child Care Ltd High Field Centre registered in 2016 and is located in the Highfields area of Leicester. The nursery employs six members of childcare staff who all hold an appropriate early years qualification at level 3 or above. The nursery opens from Monday to Friday, during term time. Sessions are from 8.45am until 3.15pm. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual about the leadership and management of the setting. 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 Parents shared their views of the setting with the inspector. 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

25 March 2025 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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