Daisy Chain Nursery (Emsworth)

Daisy Chain Nursery (Emsworth)

Unique reference number (URN): EY336031 Address: 99 Havant Road, Emsworth, Hampshire, PO10 7LF Type: Childcare on non-domestic premises Registered with Ofsted: 12/07/2006 Registers: EYR, CCR, VCR Registered person: The Daisy Chain Nursery (Emsworth) Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Children, including those who face barriers to their learning, make typical progress from their starting points. Children consistently learn new vocabulary, as well as developing their listening and attention skills. However, at times background noise, such as non-purposeful music, impacts on children's learning environment and their ability to develop their communication skills. Children are suitably prepared for the next stage of their learning, such as school.

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Achievement Expected standard

Children develop their independence skills through everyday routines. For example, they learn how to put their coats and boots on ready to play outside. Children develop their motor skills through a range of activities. For example, older children learn to manipulate a range of tools as they play with play dough. Younger children learn to climb safely using age- appropriate equipment.

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Behaviour, attitudes and establishing routines Expected standard

New leaders continue to make changes to establish a positive environment at the provision. Although, at times there are some inconsistencies in staff's approaches, generally there are commonly understood high expectations for children's behaviour. Staff adapt these expectations as they consider each individual child and their needs. They ensure that their expectations are consistently high within the capabilities of each child, including children who face barriers to their learning.

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Behaviour, attitudes and establishing routines Expected standard

Staff support children well as they learn to take turns with their peers and to share favourite resources, such as puzzles. Children enjoy playing alongside and with their peers. There are secure relationships between leaders, staff and children.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff are working tirelessly to help develop the sense of family within the provision. They develop this further by including parents and carers, such as inviting them in for play-and-stay sessions, where they can get to know staff more. Leaders ensure that parents understand the importance of regular attendance and the positive impact that this will have on children's learning and development. They are quick to follow up on any absences on the day to ensure their families' wellbeing.

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Children's welfare and wellbeing Expected standard

Staff have warm, kind and caring relationships with all children. They ensure that care practices and routines meet the needs of individual children. Staff work closely with families to adapt the routines where needed. They help children to develop an understanding of their health and wellbeing in age-appropriate ways. For example, staff offer younger children choices about when they would like to have their nap.

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Children's welfare and wellbeing Expected standard

Staff help children to learn to keep themselves safe. For example, children learn to take risks safely, such as using climbing equipment instead of furniture. Staff support children as they learn to recognise, express and manage their emotions. They understand and promote the uniqueness of every child as they help them to develop a secure sense of emotional wellbeing. For example, they help children to settle with favourite toys and recognise non- verbal communication is just as important as verbal communication. Staff encourage children to move in a range of ways to develop their physical skills. For example, babies learn to climb using soft blocks and older children learn to negotiate spaces as they explore the garden.

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Inclusion Expected standard

Staff ensure that they identify and assess children's individual needs promptly. Staff and leaders quickly put into place strategies to ensure that all children, including those with special educational needs and/or disabilities, can access the provision. Leaders work well with parents and outside agencies, such as occupational therapists, to ensure that children's needs are being met.

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Inclusion Expected standard

Leaders continuously review children's needs and assess the impact of strategies, making adjustments as needed. They celebrate every achievement children make, no matter how big or small. For example, they celebrate and take pride when children try a new food for the first time.

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Inclusion Expected standard

Leaders ensure that staff receive the training they need to ensure all children can access the provision. They have started to train staff on the graduated approach as part of regular staff meetings. Staff understand the assessment cycle and apply this to children's observations and next steps in learning. Leaders ensure that additional funding for children who face barriers to their learning is used appropriately. For example, staff purchase stories and resources, such as puppets, to support and develop children's communication skills.

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Leadership and governance Expected standard

There have been recent changes in regards to the leadership at the provision. This has led to significant improvements in the quality of care being provided to all children, including those that face barriers to their learning. Leaders ensure that the safeguarding and welfare requirements are now being met and to a high standard. Leaders have an in-depth understanding of the strengths of the provision and where further work is required. For example, leaders have already identified that the curriculum is an area in which they need to strengthen staff's knowledge and understanding. Leaders have already started to plan appropriate training for staff to improve their knowledge.

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Leadership and governance Expected standard

Leaders ensure decisions are made that put the interests of children, including those who face barriers to their learning, first. For example, leaders are undertaking a renovation to ensure the building meets the needs of all children. Leaders manage staff's wellbeing and workload well. Staff comment that leaders are approachable and, on the whole, they feel listened to. Leaders have already introduced bespoke professional development for staff, which is leading to an improvement in the quality of the provision. Leaders have strengthened parent partnerships to ensure that parents and carers feel valued and listened to when they raise concerns. Leaders have also used this partnership to strengthen support

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Needs attention

for children's learning at home. For example, they have introduced resources, such as home learning bags, which support a variety of topics, including toilet training.

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Curriculum and teaching Needs attention

Changes in leadership have impacted on staff's understanding and knowledge of the curriculum. Some staff have a strong understanding of the curriculum and this helps children to make typical progress in their learning and development. However, staff's knowledge and understanding is not yet consistent. This then impacts on the quality of teaching as not all staff are consistently working towards the same aims for children's learning. However, there have been positive changes since the most recent changes in leaders. Leaders are aware of the inconsistencies in staff's understanding of the curriculum. They have started to develop a training plan to improve staff's knowledge, which is already progressing. However, leaders have not yet had time to embed these changes and develop staff's knowledge.

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Curriculum and teaching Needs attention

Leaders have designed an ambitious curriculum that can be adapted and developed for each individual child. This ensures that all children make progress in their learning and development from their individual starting points. Staff have begun to use regular assessment to check what children know and can do, this enables staff to tailor teaching to individual starting points. Staff are prioritising children's personal, social and emotional development, as well as their physical development. For example, younger children learn how to manipulate tools through carefully planned activities. Staff introduce mathematical language as children play. For example, they count with children as they explore different resources. Staff purposely teach children new vocabulary. Leaders role model how to label objects clearly and repeatedly to embed the knowledge in children. They adapt how they do this for children as required.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children happily come into the provision, where kind and caring staff warmly greet them. Children have secure attachments with staff, as well as their key persons. Children are eager to join in with the different activities and have clear favourites. For example, older children enjoy manipulating play dough into different shapes and showing off their creations. All children make progress from their starting points and staff have high expectations. They support children's learning through carefully identified next steps in learning. However, staff's knowledge and understanding of the curriculum is still being developed to ensure there is consistency in staff teaching.

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What it's like to be a child at this setting

Children develop independence and confidence throughout the provision. For example, older children take delight in self-serving their lunches and then proudly demonstrate they can clean their own hands and faces afterwards. Staff help children to develop an understanding of how to keep themselves safe. For example, they discuss with children why it is important to sweep up split sand. Children eagerly remember they might fall over if it is left. Staff are quick to implement strategies to reduce any barriers children face to their learning and development.

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What it's like to be a child at this setting

Children develop key friendships with each other and learn to adapt their interactions to ensure that all children, including those with special educational needs and/or disabilities, can be included. Children and their families feel welcome at the provision. Leaders are keen to develop the partnerships between themselves and parents and carers further. For example, they invite parents to share feedback. Leaders regularly share with parents the importance of attendance and offer support, where needed, to support children in accessing education.

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Address:

99 Havant Road Emsworth Hampshire PO10 7LF

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Daisy Chain Nursery (Emsworth) Limited

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following action by the assigned date:

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About this inspection

The inspector spoke with leaders, staff and parents and carers during the inspection.

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About this inspection

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 nd care, known as the early years foundation stage. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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