Daffodils Day Nursery

Daffodils Day Nursery

Unique reference number (URN): EY563425 Address: 23-27 Parchmore Road, Thornton Heath, Surrey, CR7 8LY Type: Childcare on non-domestic premises Registered with Ofsted: 19/12/2018 Registers: EYR Registered person: Thornton Day Nursery Ltd

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Expected standard

Older children develop a broad range of skills that help them prepare for their future learning. They develop their literacy skills while matching pictures and words and talk with staff about the letter sounds. They confidently draw pictures and recognise and write well- formed letters. Children count accurately during play and show secure self-care skills.

p.2

Achievement Expected standard

Children's free creative expression is successfully enhanced as they engage in a wide range of art, craft and drawing activities. They explore different textures while using paints, chalks and collage materials. Vast displays of children's artwork throughout the nursery show their efforts and achievements are valued.

p.2

Achievement Expected standard

Children develop their physical skills as they excitedly use the bikes in the outside play area and skilfully navigate the space. They confidently use the climbing apparatus, independently managing the steps for example. Children are kind and show an awareness of their differences as they share resources and actively play alongside each other.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children build friendships as they happily play together throughout the day. They build trusting relationships with staff as they freely approach them if they need help or support. All children behave well and follow familiar daily routines. For example, during mealtimes, they sit and eat well together, developing their social skills as they cooperatively take turns to serve their foods and know to put away their plates when they have finished.

p.2

Behaviour, attitudes and establishing routines Expected standard

When children's levels of excitement are raised when playing with cars together, staff quickly distract them to use the cars in different ways. As a result, any disruptions are minimised, and children's engagement in play is sustained and purposeful.

p.2

Behaviour, attitudes and establishing routines Expected standard

When children are moving between their group rooms and the dining hall or outside play area, all children walk sensibly. Staff remind them to wait at the 'stop' signs until others catch up or until the stairs are clear and ready for them to use. These effective routines help all children to understand about safety within the premises.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children are kind and show consideration for others. They share and take turns during play, developing their personal, social and emotional skills well.

p.2

Children's welfare and wellbeing Expected standard

Leaders and staff are committed to promoting all children's wellbeing. They typically work closely with parents to ensure that the needs of all children are regularly reviewed. This especially supports children with special educational needs and/or disabilities or other barriers to their learning so that staff make any adjustments to promote their welfare and any changing needs. Staff ensure that children's dietary needs are known and respected. They support babies and younger children in developing their feeding skills and encourage them to try different foods. Children enjoy a varied diet of home-cooked meals. They talk with staff about the foods they like to eat, creating sociable and relaxed mealtimes. They develop healthy eating habits as they make choices of foods and the amount they want to eat. Children's health and hygiene practice is also enhanced through daily routines such as handwashing and brushing

p.2

Children's welfare and wellbeing Expected standard

their teeth. They gain regular exercise during outside play and regular sports activities.

p.3

Children's welfare and wellbeing Expected standard

Staff talk to children about their feelings and emotions. Children develop close relationships with staff and each other. Babies enjoy cuddles that help them feel safe and secure in their learning environment.

p.3

Curriculum and teaching Expected standard

Older children develop their speaking and listening skills well during group times. They keenly recite the days of the week and months of the year. Staff skilfully ask questions that enhance children's learning. Children talk about letters and sounds and number sequences. They quickly identify that the sound 'M' is for Monday and if they add one more to 17 it makes 18. Staff skilfully use bricks with younger children to measure their dinosaurs and discuss which one is the tallest. This supports children's early literacy and mathematical skills effectively.

p.3

Curriculum and teaching Expected standard

Younger children typically enjoy listening to stories read by staff. They develop their language skills well as they keenly talk about the animals in the story. Staff regularly sing songs with all children to enhance their language skills further. However, children have fewer regular opportunities to explore natural resources and learn about nature to fully enhance their understanding of the world.

p.3

Curriculum and teaching Expected standard

Generally, children make choices and follow their own interests during play. Staff monitor all children's progress well and use this information to plan activities that relate to children's individual learning needs. As a result, all children, including those with special educational needs and/or disabilities or other barriers to their learning, make progress and are prepared for the next stage of their education.

p.3

Inclusion Expected standard

Leaders have a positive approach to promoting inclusion for all children. They work closely with parents and other agencies to ensure the early identification of any special educational needs and/or disabilities (SEND). As a result, children's individual care and learning needs are known and respected. Staff are establishing effective systems to ensure that children gain any additional support that they need. Staff are attentive, caring and attuned to children's individual behaviours. Consequently, children with SEND or those who face barriers to their learning are supported well and make steady progress from their starting points.

p.3

Inclusion Expected standard

Leaders carefully consider how any additional funding is used. They review children's learning needs and interests and obtain resources aimed at supporting children's engagement in learning. Children's individual learning needs are regularly reviewed and adjustments made to ensure that children with SEND are fully supported. High staff ratios enhance children's engagement in play, creating an inclusive learning environment for all children.

p.3

Inclusion Expected standard

Generally, staff are mindful of barriers that children face to their learning, including those who are learning English as an additional language. Staff use pictures and props to support children's communication skills effectively.

p.4

Leadership and governance Expected standard

Leaders understand their role and responsibilities in meeting the early years foundation stage requirements. Typically, leaders implement changes when needed and regularly review how staff are embedding any improvements. Leaders ensure that staff have regular opportunities to participate in supervision meetings. This enables them to discuss any concerns and review their practice and individual training needs. Generally, leaders have a clear overview of the nursery. They are developing systems to monitor and develop staff's consistent practice, although some movements of staff during the day create less settled learning experiences for younger children.

p.4

Leadership and governance Expected standard

Leaders and staff have increased their awareness of safeguarding procedures through training and quizzes, for example. Staff complete regular risk assessments to ensure that the premises and equipment are suitable for children to promote their welfare. Typically, leaders work with other agencies and parents to ensure that children's individual needs are met. They have effective systems in place to monitor children's attendance. They encourage children's regular attendance so that they benefit from the full curriculum and also follow up on any absences so that children's welfare is assured.

p.4

Leadership and governance Expected standard

Leaders and staff show a commitment to working in partnership with parents. They regularly share information about children's progress and promote children's learning at home. All children, including those with special educational needs and/or disabilities or other barriers to their learning, make steady progress and are well prepared for when they move on to school.

p.4

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

Children are happy and settled in this welcoming nursery. All children, including those with special educational needs and/or disabilities or other barriers to their learning, have close relationships with staff and each other. Children build friendships and play cooperatively together. They understand about expectations of their behaviour and actively join in the daily

p.4

About this setting

routines. As a result, they engage purposefully in play and develop skills across all areas of learning.

p.5

About this setting

Younger children actively join in singing familiar songs. They hold hands while playing games and enthusiastically join in the 'What's the Time, Mr. Wolf?' game with staff. They count as they take big strides and laugh and giggle when the 'wolf' calls out 'dinner time' and they try to run away.

p.5

About this setting

Older children are well prepared for when they move on to school. They show increasing personal development and self-care skills. They make choices during play and follow their own interests, promoting their learning independence.

p.5

About this setting

Children enjoy arts and craft activities. They explore how foam moves as they make patterns in the tray and watch the foam as they blow it. Staff count with children during everyday activities and encourage them to think about how to complete their puzzles and consider different sizes and shapes. This supports children's early mathematical skills well, and children show pride in their achievements.

p.5

Next steps

Leaders should continue to monitor staff practice to embed a consistent approach so that all children develop the best outcomes. Leaders should consider ways to extend opportunities for children to regularly explore natural resources and learn about nature to further develop their understanding of the world.

p.5

About this inspection

The inspectors spoke with leaders, practitioners, the special educational needs coordinator and parents during the inspection.

p.5

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 and care, known as the early years foundation stage. Unique reference number (URN): EY563425

p.5

Address:

23-27 Parchmore Road Thornton Heath Surrey CR7 8LY

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Thornton Day Nursery Ltd

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

p.6

Facts and figures used on inspection

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

p.6

Exceptional

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

p.6

Strong standard

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

p.7

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.

p.7

Needs attention

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

p.7

Urgent improvement

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

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

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 .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

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

p.7