Daydreams

Inspection of Daydreams 236 Prescot Road, St. Helens, Merseyside WA10 3HL

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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 thrive and are well cared for in this safe, nurturing setting. The warm and welcoming staff team members put children at the heart of everything they do. Leaders are ambitious for all children, including those with special educational needs and/or disabilities (SEND). Learning is carefully sequenced throughout the provision to help children achieve their full potential. Children are happy and inquisitive learners. For example, they gleefully mix dough, count dinosaurs and explore the texture of paint as it runs through their fingers.

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The provision is good

Staff encourage a love of stories and rhyme. Staff read books to children that have ambitious and rich vocabulary. Children enjoy joining in and repeat phrases when talking about a favourite character. Babies observe closely and give big smiles to staff, as they use puppets to sing songs that are familiar to them. Children respond to staff's gentle words, which help them to settle.

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The provision is good

Children behave well. They show kindness and respect towards each other and staff. They are supportive of their friends and have learned to take their turn when playing games in the spacious garden. Parents feel part of their children's learning journey. They are highly positive about how staff give regular updates on their children's achievements and stages of development.

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need to do better?

n Leaders understand the importance of staff training and professional development. There are regular one-to-one meetings with staff, where they discuss training needs and staff well-being. Staff say that they feel supported, both professionally and personally, by leaders. n Staff have a good understanding of the children in their care. They plan activities and experiences based on children's interests and their understanding of what children need to learn next. Staff clearly identify the learning that they expect to take place. For example, in response to children's interest in travel, staff provide a pretend travel agent's shop. As children play, staff encourage talk about holidays. They look at maps of the world and photos of different countries. Children practise using their mark-making skills as they fill out a variety of holiday booking forms. n Staff manage the care of babies well. They implement flexible routines that

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need to do better?

mirror those from home and consistently share positive interactions with babies. For example, staff maintain eye contact and talk and sing while changing babies' nappies. The strong key-person system helps staff to build close relationships with babies and parents as soon as they are registered at the setting. n Children are developing their knowledge of mathematics throughout the day. For example, while playing in the garden, they happily count bricks in a building

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need to do better?

20 May 2025 area. Staff carefully consider stories to read to the children that are linked to number and positional language. This demonstrates a keen interest in number and staff's understanding of how to incorporate mathematical language in play. n Staff are attentive, and observe and celebrate children's achievements. For example, staff sensitively encourage toddlers to try new experiences, such as exploring ways to wash and dress a doll using cloths and soapy water. Staff care deeply about the children and want the best for them. However, this occasionally means that some staff offer their support too quickly and do not consistently embrace opportunities to challenge children to extend their thinking and skills even further. n Staff encourage children to play physically and strengthen their muscles. For example, when outdoors, children have opportunities to climb and balance as they negotiate the extensive and well-resourced garden areas. Staff talk about

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need to do better?

the importance of having a nutritious diet and why they wash their hands before eating food at lunchtime. Menus are revised after consultation with parents, for children with allergies. This contributes to children's good health and physical development. n Children with SEND are well supported. Staff identify gaps in learning and plan early intervention. If needed, they work with parents and other professionals to create individual support plans. Leaders are experienced and knowledgeable about monitoring progress. When appropriate, for instance during times of transition, information is shared to help children settle quickly as they move on. n Parents speak highly of the staff at the setting. They describe staff as going 'above and beyond' in the support they are given to help them care for their children. Staff foster close relationships with parents and regularly update them on their child's progress. Parents say that their voice is valued and that they are

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need to do better?

very happy with the teaching 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 support staff to know when to give children time and consistently challenge children's understanding and thinking, so that they make the best possible progress.

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Setting details

Unique reference number EY372296 Local authority St Helens Inspection number 10392238 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 44 Number of children on roll 69 Name of registered person Daydreams Nursery Limited

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reference number

Telephone number 01744 23664 Date of previous inspection 12 August 2019

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Information about this early years setting

Daydreams registered in 2008. It is located in St Helens, Merseyside. The nursery employs 14 members of childcare staff. All staff hold appropriate early years qualifications, ranging from level 3 to level 6. The nursery opens on Monday to Friday from 7.30am until 6pm, and closes for one week at Christmas and on bank holidays. The nursery provides funded early education for two-, three- and four- year-old children.

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Inspection activities

n Leaders and the inspector had a learning walk together of all the areas of the setting and discussed the implementation of the curriculum. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact on children's learning. n Children spoke to the inspector throughout the inspection. n The inspector carried out joint observations with leaders. n The inspector had a meeting with leaders. She reviewed relevant documentation including risk assessments and evidenced the suitability of staff working in the setting. n Parents shared their views about the setting with the inspector.

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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

20 May 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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