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«Inspection date 10/03/2014 Previous inspection date 23/04/2009 This inspection: 2 The quality and standards of the early years provision Previous ...»

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Daisies Day Nursery

Rannoch House, 16 Crescent Green, KENDAL, Cumbria, LA9 6DR

Inspection date 10/03/2014

Previous inspection date 23/04/2009

This inspection: 2

The quality and standards of the

early years provision Previous inspection: 2

How well the early years provision meets the needs of the range of children who 2


The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2 The quality and standards of the early years provision This provision is good  The quality of teaching is good. Staff know their children well and plan a wide range of interesting and challenging activities. As a result, children make good progress in all aspects of their learning and development, in relation to their starting points.

 Children are supported by kind and caring key persons. As a result, children feel emotionally safe and secure through the close bond and secure attachments formed between them and their carers.

 Staff demonstrate a good understanding of their responsibility for safeguarding and protecting all the children in their care. As a result, children are kept safe and secure at all times.

 Good relationships are firmly established with parents and carers. As a result, children's learning, care and welfare needs are effectively met and they are fully supported in their emotional well-being.

It is not yet outstanding because  Sometimes, staff do not fully respond to children's responses during activities to further challenge and extend children's creativity and critical thinking.

 Opportunities to support children's use of their first language or other forms of communication are not fully embraced within the nursery to positively reflect children's cultural and linguistic identity and to further support communication and language awareness.

Inspection report: Daisies Day Nursery, 10/03/2014 2 of 11 Information about this inspection

Inspections of registered early years provision are:

 scheduled at least once in every inspection cycle – the current cycle ends on 31 July  scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

Inspection activities The inspector observed children playing in the baby, toddler, pre-school room and  both outdoor play areas.

The inspector held discussions with the manager, the staff and the children  throughout the inspection.

 The inspector held a meeting and completed a joint observation with the manager.

The inspector took account of the views of parents of the early years children  attending the setting who were spoken to on the day of the inspection.

The inspector looked at children's assessment records, the planning documentation,  and the systems for the monitoring of children's progress.

The inspector checked evidence of suitability and qualifications of staff working with  children, the policies and procedures for the setting, and the documented selfevaluation systems that support the service.

–  –  –

Full report Information about the setting Daisies Day Nursery opened in 2002 and is privately owned. It operates from a two single storey buildings in Kendal, Cumbria. The nursery serves the immediate locality and also the surrounding areas. The nursery opens five days a week from 7.45am until 6pm, for 51 weeks of the year. Children attend for a variety of sessions. Children are cared for in one large playroom for the three and four-year-old children, a baby room and a playroom for two to three-year-old children. It also has a sleep room, toilets, kitchen and staff toilets.

Both buildings have access to an enclosed outdoor play area. There are currently 81 children in the early years age range on roll. The nursery receives funding for the provision of free early education for two-, three- and four-year-old children. The nursery supports children for whom English is an additional language and children with special educational needs and/or disabilities. There are currently 18 staff employed at the nursery. Of these 14 staff work directly with the children, who all hold an appropriate early years qualification, including the manager with BA (Honours) in Children's Skills and Families. Six of the staff hold qualifications at level 6 and three at level 5. One member of staff holds a qualification at level 4 and seven staff hold a qualification at level 3. Two cooks are employed at the nursery. The nursery is a member of the Pre-School Learning Alliance and receives support from the local authority. The nursery is registered on the Early Years Register.

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

 enhance staff's confidence and skills in modelling how to be a thinker by posing carefully framed open-ended questions during activities to challenge and extend children's creativity and critical thinking  enhance the already language-rich environment with additional references to all children's first languages, and other forms of communication used at nursery to support children's communication skills and language awareness.

Inspection judgements How well the early years provision meets the needs of the range of children who attend The manager and staff have a good understanding of the Early Years Foundation Stage and how to plan activities to meet children's interests and individual needs. They know exactly what their key children can do and make a note of their comments and ideas on their planning documents. Staff obtain a wealth of information from parents prior to children starting the nursery. They use this information to inform the planning right from the start of any arrangements to support children's future learning. By doing so, staff are Inspection report: Daisies Day Nursery, 10/03/2014 4 of 11 clearly able to demonstrate that children make good progress in their learning and development, in relation to their starting points. Throughout the nursery rooms, staff ensure that sufficient challenge is provided in the resources accessible to children. For example, they provide harder jigsaw puzzles for older children rather than play tray or inset jigsaw puzzles, which are available for the younger children. They also make sure that particular activities and equipment that are linked to children's interests are arranged on the table for their arrival in a morning. For example, staff build on the interests of the children who request their favourite stories at the end of the session. They make sure that the contents of both story sacks are arranged on the table for the following morning session so they can play with them on their arrival. All seven areas of learning and the educational programme are fully covered in planning and support children's learning and all round development. Children have free access to paint, glue and malleable materials, sand and water, play dough, dressing-up and role-play equipment. This helps promote children's creativity and use of their imagination. Children access a range of electronic and battery operated interactive toys and information and communication technology resources. These help children to learn from an early age how to operate simple cause and effect toys, interactive activity toys, and as they get older more complex computer equipment.

Staff monitor and review children's progress every six weeks to ensure that they meeting their expected levels of development. They highlight whether children are emerging, developing, or secure in each area and consistently track their progress. Records demonstrate how staff effectively plan, observe, record and identify the next steps for their key children. Their comprehensive assessments are consistently and regularly completed and this also includes the required progress check at age two. Staff use the Early Years Outcomes guidance to enable them to routinely track children's development to ensure that they are demonstrating typical development for their age. They use this information successfully to help them plan a comprehensive educational programme in each of the children's designated playrooms. Staff ensure that parents are fully involved in sharing what they know about their child's development. Parents receive a detailed written summary of their child's learning in each of the prime areas. At the same time parents are provided with a new 'All about me sheet' containing the next steps for their child and they are asked to complete the information sections to show what achievements are seen at home. Staff share information at collection times with parents to ensure that parents are effectively informed of what their children have been doing and of their most up-to-date progress. Parents are warmly welcomed into the nursery to share their experience and interests with the children. For example, parents have brought in new-born siblings, read books and played games, talked about their work, cooked with the children and completed yoga and exercise sessions. Staff, parents and carers have established strong, friendly relationships between them. They take part in fund raising events and often accompany their children on trips and visits. Parents are, therefore, successfully involved in partnership with the nursery and in their children's learning.

Overall, staff's teaching is good across the whole nursery. Children clearly enjoy their time in the nursery. They love singing, dancing and join in enthusiastically with action songs and stories. Children listen attentively during circle time activities and story time sessions.

When staff ask children who is in the story, they shout; 'the pirate and the pirate dinosaurs!' They sit totally enthralled and enthusiastically join in with the endings of Inspection report: Daisies Day Nursery, 10/03/2014 5 of 11 sentences. Staff are skilled at this and use effective storytelling techniques to promote children's interest and learning. Some children also predict what is going to happen next in the story and eagerly shout out. However, occasionally during some activities staff do not always respond to children's comments to further challenge and extend their learning.

Therefore, their interests at this time are not consistently extended to support their learning and opportunities to further engage them and promote their self-esteem are not always acted upon. Children enjoy creative activities linked to cultural festivals, for example, Holi, the festival of colours. Children use spray bottles filled with different colours to create their designs, leaving the imprints of letters of the alphabet on the sheets of paper. They dance around the outdoor play area shaking coloured scarfs to the music and go around the nursery rooms collecting coloured items in their matching coloured bucket. Children use tools competently and safely. They learn to use real hammers and nails in wood and create their names out of pieces of coloured wood. As a result, their small muscle control is developing well and these activities support their writing and literacy skills which are developing well. Children effectively gain the skills they require for their future move onto school and staff support children's continued independence very effectively. Older children are involved in activities to support their understanding of number, by calculating comparing and counting as they help set out the tables for lunchtime. They practise using scissors and various mark making media, such as chalks, crayons and pencils, and, as a result, develop good finger control. Children love to balance and take risks by jumping off equipment. They show off their skills to staff and encourage their friends. This demonstrates that their social and physical development is also progressing well.

The contribution of the early years provision to the well-being of children

Children are extremely happy and settled at the nursery. This is because the staff create a warm and welcoming environment and model good behaviour by being calm and caring in their manner. The key person system is well established and, as a result of this, children relate well to all the staff members and settle in easily because they cope well with the transition process. The effective settling-in procedures ensure children's smooth move from home to nursery and then on to school. For example, parents and carers are invited to visit with their children before starting the nursery which provides them with the opportunity to become more familiar with the environment and the people who will look after them. Parents know who their child's key person is, and they feel comfortable talking to all members of staff and the manager at any time. Parents complete 'All about me' sheets and information records, which gives staff a good understanding of children's starting points. Staff also help prepare older children for the move onto the school nursery by ensuring they have the key skills they will need and making sure they are emotionally prepared for the change. Children are very confident and very self-assured. They confidently speak to visiting adults and explain what they are doing. Children seek out their friends to play with them indoors and outside where they ride wheeled toys, rock back and forth in dual seated rockers, and together they explore the natural construction materials and objects in sorted into different containers. This shows that they are making appropriate progress in their physical, personal, social and emotional development.

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