Daisychain Preschool The Wells

Daisychain Preschool The Wells

Unique reference number (URN): 2776151 Address: The Wells Community Centre, Spa Drive, Epsom, KT18 7LR Type: Childcare on non-domestic premises Registered with Ofsted: 23/01/2024 Registers: EYR Registered person: Fetcham Kids Club Uk 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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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have successfully established a clear, consistent and highly effective approach to behaviour and routines. They set high expectations that are applied throughout the setting. Children know the pre-school rules and are able to talk about being kind to each other and why this is important. They have a full awareness of the boundaries and the impact that their behaviour may have on others. They are learning to take turns and share toys which strongly supports their ability to make friends. Children who face barriers to their learning take part in small intervention groups that involve sharing with others. Staff are very sensitive to children who may find this difficult. Children are warmly acknowledged through praise when saying 'It's your turn next'.

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Behaviour, attitudes and establishing routines Strong standard

Transitions are very well supported, and children always have a comprehensive understanding of what is about to happen next. For example, staff provide children with an announcement, prior to activities that are about to end, to tell children that it is time to tidy up. This gives children the chance to finish off activities without feeling rushed. This is particularly important for children who face barriers to their learning. Routines are explained clearly and children are kind and helpful, showing their eagerness to help tidy away the toys.

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Behaviour, attitudes and establishing routines Strong standard

Staff are excellent role models. They are warm, gentle and respectful. This has a positive outcome on how children treat each other and their surroundings. Leaders work alongside families to help reduce barriers to attendance. As a result, children attend the pre-school regularly and on time.

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Inclusion Strong standard

Leaders and staff ensure that there is a highly inclusive culture within the pre-school. Children's individual needs are identified early and they are supported effectively. Regular ongoing assessments and information gathered from parents enables staff to understand children's individual starting points. This helps them to provide a range of precisely tailored interventions and adaptations for those children who face barriers to their learning. This approach enables all children to have access to a high standard of learning. For example, staff use specific sensory spaces to help children regulate their emotions and maintain their engagement. Staff use targeted strategies, such as an enhanced ratio and one-to-one support, to effectively support children. Parents feedback that they feel extremely well supported and are grateful for the support that leaders provide to secure the best possible outcomes for their children.

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Inclusion Strong standard

Staff receive targeted training to meet children's individual needs. For example, staff receive training from outside specialists, such as nurses and occupational therapists. This coordinated support and effective use of additional funding further improves outcomes for disadvantaged children.

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Achievement Expected standard

All children, including children with special educational needs and/or disabilities, make steady progress from their starting points. Children's literacy development is well supported. Children demonstrate a clear love for books. They regularly look at books together, pointing out the characters and talking about what might happen next.

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Achievement Expected standard

Children delight in exploring messy play activities, such as transporting water and making shapes with malleable dough. They take pride in their own achievements and staff praise them for their perseverance, for example, when they successfully pull up a zip for the first time.

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Achievement Expected standard

Children are articulate and are becoming confident when talking in front of others. They are willing to ask for help when needed which prepares them well for the next stage in their education, such as school.

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Children's welfare and wellbeing Expected standard

Children settle quickly into the pre-school routines. Staff work hard to form strong bonds with children which helps children to feel safe and secure. They respond very sensitively to children's individual needs and make effective adaptations when needed, such as for children with special educational needs and/or disabilities. Children are confident and sufficiently settled to seek comfort from a familiar adult. Staff are warm, gentle and tactile while offering children reassurance and cuddles when needed.

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Children's welfare and wellbeing Expected standard

Staff are vigilant and consistently apply the pre-school's stringent safer-eating and sleeping protocol. This helps to ensure children's safety throughout their time at the nursery. Key- person arrangements work well. Leaders ensure that all staff know children and their families well.

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Children's welfare and wellbeing Expected standard

Children are well supported to develop healthy habits for the future. They are beginning to understand how to take care of themselves. For example, children help staff to complete outside risk checklists. They know that they must walk and not run across the pre-school room. Children enjoy oral-hygiene activities, which teach them the importance of regular brushing of teeth and why this is important. However, although leaders do provide a newsletter to families, they have identified that they do not consistently share information with parents on topics such as oral health and internet safety. This means that some families do not always have access to further information to support children's wellbeing at home.

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Curriculum and teaching Expected standard

Leaders have designed a purposeful and well-balanced curriculum. This is central to meeting children's needs and interests, including those who face barriers to their learning. Staff know children and families well. They take the time to find out important information from parents, such as children's likes, dislikes and the routines at home. This helps to establish a good foundation for staff to complete their own baseline assessments. Staff are aware of children's existing knowledge and what they need to be learning next. This information is regularly shared with parents so that they can continue to support learning in the home environment.

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Curriculum and teaching Expected standard

Language and communication are typically well-supported throughout the pre-school. Children are encouraged to contribute to discussions and are asked for their thoughts and opinions. However, at times, staff have the tendency to ask questions in quick succession, without enabling children enough time to respond.

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Curriculum and teaching Expected standard

Mathematical development is well considered throughout the pre-school. Children enjoy pouring and filling containers. They count as they do so and staff expose them to new language, such as 'heavy', 'full' and 'less'. Children have opportunities for physical development through negotiating equipment, such as using the climbing frame, dancing and scissors to cut leaves. They begin to learn about their emotions and how to manage their feelings while staff work closely with all children to help them to recognise when they may become overwhelmed.

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Leadership and governance Expected standard

Leaders typically have a clear understanding of the pre-school's areas for development and their strengths. They follow stringent recruitment procedures and staff are provided with continuous opportunities for professional development. Leaders work closely with staff who feedback that they are a strong team, work very well together and that they enjoy working at the pre-school. Staff feel valued and well supported to fulfil their roles.

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Leadership and governance Expected standard

Leaders regularly work with outside professionals to ensure timely support for children who face barriers to their learning. This ensures that all children receive the targeted support they need to meet their individual needs. Leaders work with local schools and other settings that children may attend. This helps with the continuity of education and care between the settings and children's future schools.

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Leadership and governance Expected standard

Attendance and punctuality are effective at the pre-school and leaders work hard to help parents to understand the link between regular attendance and future positive outcomes. Parents offer extremely positive feedback about their children's experiences at the pre- school. They comment on how approachable and hardworking leaders are and that they often go above and beyond to ensure that families are welcomed.

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

Children arrive at the pre-school excited and ready to learn and explore. They build strong, secure bonds with the staff and with the other children. Children demonstrate that they feel safe and secure and they develop a sense of belonging at this welcoming pre-school. Children confidently explore the environments and the vast choice of stimulating activities that staff have prepared for them. Older children enjoy the challenge of finding letters that have been printed on leaves. Staff praise them for their involvement. Younger children relish squeezing malleable dough as staff introduce new words, such as 'soft' and 'smooth'. Children play well together. They learn the skills needed to develop friendships with other children. Children share toys and resources and begin to understand that they may have to wait their turn. Staff effectively support this through discussions and the use of visual strategies, such as sand timers.

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

Children of all ages focus for long periods of time on the activities which interest them. Staff know children well and use the knowledge they have gathered from parents and assessment to ensure that learning stimulates children's curiosity. Children are confident to ask questions, knowing that staff are close by to intervene if needed. Consequently, children are very independent in their learning and routine tasks, such as dressing and toileting.

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

Children who face barriers to their learning, including children with special educational needs and/or disabilities, make expected progress from their starting points. Leaders and staff work alongside parents and carers to ensure that children receive specific and timely interventions. This ensures that children are ready for the next stage in their education, such as moving on to school.

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Next steps

Leaders should ensure that staff's use of questioning enables children time to respond, to further support their language and communication skills. Leaders should consider ways in which to better engage parents by sharing guidance on topics, such as internet safety and nutrition, to further support children's wellbeing at home.

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About this inspection

The inspector spoke with leaders, practitioners, parents and children 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:

The Wells Community Centre Spa Drive Epsom KT18 7LR

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Fetcham Kids Club Uk Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:30 - 15:30

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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

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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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