Daisy Fays Helston

Daisy Fays Helston

Unique reference number (URN): 2848412 Address: 19 Coinagehall Street, Helston, TR13 8ER Type: Childcare on non-domestic premises Registered with Ofsted: 26/08/2025 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 where staff identify, assess and support children's needs effectively. Staff promptly recognise when children may need additional help. They use effective support strategies, additional funding and advice from external professionals to reduce barriers to children's learning and wellbeing. Children with special educational needs and/or disabilities (SEND) benefit from reasonable adjustments, such as visual prompts, communication boards, signs, sensory resources, adapted routines and close adult support. These approaches help all children communicate, join in, feel secure and take part alongside their peers.

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Inclusion Strong standard

Children with SEND, additional needs or who are disadvantaged make meaningful progress from their starting points. For example, children who were previously less settled now attend much more happily and manage routines with confidence. Children with communication needs use more words, signs and visual supports to express themselves confidently. This shows that support is having a positive impact on children's participation, confidence and development.

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Inclusion Strong standard

Leaders use additional funding, for example early years pupil premium funding, to effectively widen children's experiences, support communication and strengthen access to the curriculum. Staff welcome and consistently support children from different backgrounds. They reflect children's cultures and languages in the environment so families feel represented. Inclusive practice is consistently evident, highly impactful and supports children's confidence, belonging and progress.

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Achievement Expected standard

Children achieve well as they explore, communicate and take part in everyday routines. Babies learn to crawl and walk, building coordination and core strength. They develop hand strength as they squeeze water bottles to clean the art area confidently. Through this, children develop movement, hand strength, early independence and curiosity about how things change.

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Achievement Expected standard

Pre-school children typically smile as they listen to staff read stories and then look at books independently. Some older children speak in sentences of 6 words or more and remember that a horse they met is '32'. They say this is 'old for a horse', showing high levels of communication skills. Toddlers typically develop social skills as they share magnifying glasses outdoors. They learn new vocabulary as they explore insects hiding under logs, repeating new words such as 'ant' and 'caterpillar'.

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Achievement Expected standard

Children display concentration as they play remaining engrossed in their games for extended periods. Children with special educational needs and/or disabilities confidently use a range of strategies to communicate, share space and join in more successfully. These achievements help children to prepare for their next stage of learning and development.

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Behaviour, attitudes and establishing routines Expected standard

Children understand and respond to the routines of the day. This helps them to feel secure and ready to learn. When children are late or absent, leaders follow this up promptly with parents and carers. This reinforces the importance of attendance and helps to keep children safe. Children typically wash their hands before eating, line up calmly when moving indoors and join circle time or choose quieter activities when this better meets their needs. Through these repeated routines, children generally learn independence, self-care, patience and how to be part of a group.

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Behaviour, attitudes and establishing routines Expected standard

Children typically show positive attitudes as they explore, talk and play together. They invite adults into their play, show visitors their interests and ask politely for what they need. Children take turns well and wait for others to finish jobs at lunchtime and clear away plates and rubbish. These moments teach children cooperation, respect, responsibility and consideration for others.

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Behaviour, attitudes and establishing routines Expected standard

Children learn to manage transitions and emotions through familiar songs, visual prompts and consistent routines. Some children use traffic-light cues and familiar expectations to understand what will happen next. Children with special educational needs and/or disabilities take part in shared routines with support, helping them to feel included and secure.

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Children's welfare and wellbeing Expected standard

Staff build warm and responsive relationships with children and help them to feel happy, settled and secure. Across the baby room, toddler room and pre-school, staff know children's daily care and dietary needs well. They manage routines, such as sleep, feeding, handwashing, lunch and transitions, calmly and purposefully. Staff follow safer sleep arrangements and complete regular checks.

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Children's welfare and wellbeing Expected standard

Children's individual needs are usually met well. Staff use visual cues, adapted routines, additional funding and close adult support to help children with special educational needs and/or disabilities and those receiving early years pupil premium funding to take part in nursery life. Leaders typically promote children's health and wellbeing through nutritious healthy meals, regular outdoor play, attentive supervision and suitable support for children with dietary needs.

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Children's welfare and wellbeing Expected standard

However, leadership systems do not yet ensure that parent partnerships are consistently effective. Parent feedback indicates that some parents do not feel sufficiently informed about their child's progress or learning journey, and some reported that information about a nursery closure day was not communicated clearly. Although leaders share some information about children's development and the nursery calendar, current arrangements do not consistently ensure that all parents receive important information. This does not enable parents to be fully informed and actively involved in decisions about their children's learning, support and wellbeing.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that covers the areas of learning and reflects children's interests, routines and next steps. Staff use assessment, termly reviews and key-person knowledge to plan experiences that support children's communication, personal, social and emotional development, physical skills and school readiness. Children take part in songs, building early music skills. Toddlers and pre-school children explore drawing with pencils, building their creative experiences.

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Curriculum and teaching Expected standard

Staff adapt teaching for children with special educational needs and/or disabilities and those receiving additional funding. Visual cues, communication boards, signs, familiar routines and close adult support help children to access activities and take part alongside their peers. Staff promote language through conversation, questioning and new vocabulary. For example, children learn new vocabulary when exploring insects outdoors. They talk confidently about their pets and foods they like.

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Curriculum and teaching Expected standard

However, the implementation of the curriculum outdoors for pre-school children is not yet as consistently purposeful. Children spend a significant amount of time outdoors and enjoy physical play and early science exploration, learning about insects and nature. They build movement, curiosity and understanding of the world through these experiences. However, staff do not consistently use this time to teach across the wider curriculum. In particular, mathematics is not promoted routinely through counting, comparing, measuring, sequencing, positional language or problem-solving while outdoors. This means children do not always benefit from the full learning potential of outdoor play.

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Leadership and governance Expected standard

Leaders typically have a clear understanding of many of the setting's strengths and are reflective about what still needs to improve. Leaders use group systems, regular self- evaluation, development planning and oversight from senior leaders and specialist staff, to support consistency. They have established secure safeguarding systems, suitable recruitment, regular supervision sessions and checks on staff wellbeing. Staff say they feel supported and have access to relevant training, including safer sleep and baby-room practice.

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Leadership and governance Expected standard

Leaders take decisions that are generally in children's best interests. They use additional funding thoughtfully, typically work well with external professionals and make adaptations that help children with special educational needs and/or disabilities and those facing disadvantage access nursery life.

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Leadership and governance Expected standard

However, leadership systems do not yet ensure that communication with all parents is consistently effective. Evidence from parent feedback showed that some parents do not feel kept up to date with their child's progress or learning journey and that they had not been informed clearly about a closure day. Although leaders share some information to parents about children's progress and the nursery calendar, leaders need to strengthen systems for sharing important information, support strategies, and closure dates so that communication is consistent and parents are fully informed about their children's progress and development.

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

Children develop a sense of belonging at this nursery. They arrive happily, separate confidently from their parents and carers and quickly settle into familiar routines. Children show visitors their interests, invite staff into their play and seek out friends. Children appear to feel welcomed and valued because they see their languages, cultures and family experiences reflected in the environment. Children from service families, children who speak more than one language, children with special educational needs and/or disabilities (SEND) and children who are disadvantaged take part alongside their peers.

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

Children achieve through purposeful everyday experiences. Babies explore sand and paint, developing creative skills. They build an awareness of early science as they observe how water melts from ice to a liquid. Toddlers feed themselves, building skills in independence. Children's communication is effective. For instance, young children use signs and early sounds to communicate. Toddlers wash their hands independently and are kind to others, sharing toys. These experiences strengthen children's coordination, communication, concentration and self-care skills. Older children enjoy books, showing concentration as they turn the pages of a book and listen to staff read stories. Interactions are generally rich. Pre-school children enjoying talking about their birthdays, pets and the movements they learn in dance lessons. They build their vocabulary with the support of staff, learning new words, such as 'woodlouse' and 'worm'.

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

Children thrive because they are active, curious and increasingly independent. Outdoors, they balance on tree trunks and throw hoops into branches, taking physical risk and building movement skills. At lunchtimes, older children pour their own drinks and ask politely for what they need. Children build a sense of social responsibility as they clear their plates and wait for their turn to tidy up. These routines help them to develop confidence, responsibility and positive social habits.

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Next steps

Leaders should strengthen the implementation of the pre-school outdoor curriculum so planned learning is purposeful and sequenced, with a particular focus on mathematics.

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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. Leaders should further extend communication methods to enhance partnerships with parents and carers and best support children's learning and development.

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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. This data is from 7 August 2026

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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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