Daisy Fays Falmouth

Daisy Fays Falmouth

Unique reference number (URN): 2803970 Address: Unit 10, Tregoniggie Industrial Estate, Falmouth, TR11 4SN Type: Childcare on non-domestic premises Registered with Ofsted: 26/09/2024 Registers: EYR Registered person: Daisy Fays 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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Inclusion Strong standard

Leaders have created a highly inclusive culture in which they identify the specific needs of children with special educational needs and/or disabilities (SEND) quickly and understand them well. Staff recognise children's emerging needs early and work closely with families and external professionals to shape timely and highly effective support. Leaders provide knowledgeable oversight across the nursery group. They support staff to apply a structured approach to additional support consistently. As a result, staff are confident in adapting practice for these children, making reasonable adjustments and reviewing whether support is making a difference.

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Inclusion Strong standard

Leaders and staff use additional funding purposefully to reduce barriers to children's learning and wellbeing. For example, they have used disability access funding effectively to create a sensory room and enhanced staffing, deploying additional staff thoughtfully. This helps children with SEND feel secure, communicate more and participate more fully. Staff consistently use personalised visual aids, tailored communication strategies and close partnership with speech and language professionals to support children's development. This highly effective support is helping children with SEND to make clear progress from their starting points, particularly in their communication, engagement and social development.

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Inclusion Strong standard

The setting's inclusive practice extends beyond supporting children with SEND. Staff value children's home languages, celebrate different cultures and make thoughtful adaptations so that children and families feel welcomed and represented. Leaders and staff consistently make a demonstrable difference to the experiences, participation and progress of children with SEND and those facing disadvantage.

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Achievement Expected standard

Children build secure knowledge and skills from their starting points. Babies communicate through sounds, signs and familiar words. They feed themselves and move with increasing control. Toddlers strengthen their language, coordination and social awareness through active play, daily routines and shared experiences. In the pre-school room, children extend their vocabulary, concentration and understanding as they prepare for their next stage of learning. Older children explain their ideas, recall what they know and can do and join in activities with interest and confidence. However, in pre-school group times, some quieter children do not participate as fully as they could.

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Achievement Expected standard

Children with special educational needs and/or disabilities and those receiving additional funding build their communication, engagement and participation. Children speak with a broad vocabulary, join in songs and learn to share and take turns successfully. Toddlers confidently count to the number nine and recognise and name shapes, such as circle. Children are well prepared for the next stage of learning, including school.

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Behaviour, attitudes and establishing routines Expected standard

Staff provide a calm and welcoming environment, where children are happy, settled and secure. Across the nursery, relationships between staff and children are warm, respectful and nurturing. Staff respond sensitively when children need reassurance. They use calm comfort, praise and gentle explanations to support children's emotional security and positive behaviour. Babies and toddlers join in well with familiar routines, such as songs for tidying up, handwashing and mealtimes, showing that staff establish clear expectations consistently. Children are typically happy to take turns, make simple choices and engage positively with others in play and group experiences. They are kind and considerate. For example, babies collect coats for their friends and older children join in cooperatively with shared activities.

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Behaviour, attitudes and establishing routines Expected standard

Staff support children's growing independence through everyday routines. Babies learn to feed themselves, toddlers wash their hands and use cutlery. Older children receive encouragement to put on their own shoes and coats. Children respond promptly to routine prompts and songs, which helps the day to run smoothly and supports their sense of security. Leaders monitor attendance and explain that they follow up children's absences promptly. This helps to promote continuity of care and supports children's welfare. Staff create an orderly and positive environment in which children generally behave well, understand routines and develop confidence in themselves and others.

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Children's welfare and wellbeing Expected standard

Staff build responsive relationships with children and help them to feel happy, settled and secure. Staff know children's day-to-day care, dietary and medical needs well. They manage routines, such as snack, lunch, sleep and transitions calmly and purposefully. Babies feed themselves and join in with signs and songs. Toddlers tidy away toys and respond confidently to familiar routines. These experiences strengthen children's independence, emotional security and healthy habits.

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Children's welfare and wellbeing Expected standard

Staff meet children's individual needs well. Staff follow safer sleep guidance, complete regular checks and support children with additional needs appropriately. Staff adapt routines, use visual cues and work closely with families and professionals to support children with special education needs and/or disabilities. They use funding purposefully to reduce barriers to children's participation and wellbeing. This helps all children feel to secure, make progress and communicate more as they take part in nursery life. Leaders and staff further promote children's health and wellbeing through regular outdoor play, healthy meals and attentive supervision.

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Curriculum and teaching Expected standard

Leaders have established a broad curriculum. This has a clear emphasis on children's personal, social and emotional development, communication and language, physical development and readiness for school. Staff understand what children need to learn. They use assessment appropriately to plan experiences that build on children's interests, starting points and next steps in learning. This is evident in the baby room, where staff promote early communication, independence and secure routines well. In the pre-school room, children engage in activities that support their vocabulary, early writing, fine motor control and understanding of the world. However, teaching is not consistently effective in all adult-led group situations. In the pre-school room, some quieter children do not typically receive support to participate fully when more confident children dominate resources and discussion. This reduces the impact of the otherwise thoughtful curriculum planning and

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Curriculum and teaching Expected standard

Staff use targeted support purposefully, including tailored strategies for children with special educational needs and/or disabilities (SEND) and those receiving early years pupil premium funding. Many children, including those who are disadvantaged, receive help to access the curriculum and make progress from their starting points. Staff promote communication and language effectively through songs, stories, conversation and purposeful questioning. Children show enjoyment, concentration and growing confidence.

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Leadership and governance Expected standard

Leaders typically understand the nursery's strengths and identify key areas for improvement. They maintain oversight of safeguarding, curriculum delivery and staff practice across the nursery and the wider group. Leaders explain their systems clearly and keep the day running smoothly. They use supervision sessions, room-based reviews and regular group meetings to monitor practice, support staff wellbeing and share expectations. Staff feedback that leaders value and support them, and staff report enjoying their role and working in the nursery.

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Leadership and governance Expected standard

Overall, leaders strengthen staff practice through targeted professional development. However, they have not recognised that there is some inconsistency in the quality of the support given to pre-school aged children. Leaders successfully ensure that all staff are confident in supporting children with special educational needs and/or disabilities (SEND) and conduct focused weekly reviews of the SEND provision. They share current guidance from the local authority inclusion team and help staff to review support and refine strategies over time. Leaders use additional funding thoughtfully, work well with external professionals and keep children's best interests central to decision-making, especially for children with SEND and those facing disadvantage. Leaders create a supportive culture that promotes children's safety, inclusion and progress.

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

Children are happy, settled and secure in the nursery. They benefit from warm relationships and caring interactions, which help them to feel safe, valued and confident. Children enjoy a suitable range of experiences, including imaginative play and physical play. For example, they balance on beams, explore the texture and feel of slime and ice, and listen to stories and rich conversations. Babies learn early communication skills as staff confidently use sign language as they speak, guiding children to communicate. These opportunities support children's curiosity and growing understanding of the world around them. Children develop independence. For example, they dress to play outdoors and make simple choices, such as voting for the book of the day. Children manage familiar routines, such as when it is time to tidy up or wash their hands before eating. Children are prepared well for the next stage of

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

Staff support children's personal, social and emotional development through everyday experiences. They help children sensitively during times of change. Children with special educational needs and/or disabilities (SEND) and those who face other barriers to learning are included very well in nursery life. Staff identify children's emerging needs promptly. They adapt routines and communication strategies thoughtfully. Staff work closely with parents and carers, and external professionals, to help children participate and make progress. For example, they use additional funding purposefully to create specialist spaces, enhance staffing and personalise communication support. As a result, children with SEND receive help to feel secure, communicate more effectively and access the curriculum alongside their peers. This effective inclusive practice makes a clear difference to children's experiences, participation and progress.

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Next steps

Leaders should strengthen the organisation of group times so that all pre-school children who want to take part receive support to participate fully. Leaders should provide targeted coaching and training for staff to further enhance awareness of how to recognise and meet the individual needs of older children.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs and/or disabilities lead and coordinators, children 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 and care, known as the early years foundation stage.

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Address:

Unit 10, Tregoniggie Industrial Estate Falmouth TR11 4SN

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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. 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

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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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