Daisy Fays Falmouth

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children have a fun time at this nurturing and happy nursery. Staff support children to confidently say goodbye to their parents and join their friends.

Children enjoy interesting conversations with staff and other children. Children make good progress in their learning and development as they play with a wide variety of interesting activities and toys. Managers have created an ambitious curriculum and staff confidently implement this into the activities they provide.

Staff adapt activities to meet the needs of each unique child. Young children enjoy word games, learning and remembering words as they eagerly put their ...hands on their head, nose or ears after staff say the name of the body part they must find. Pre-school children develop their hand-to-eye coordination and explore different emotions as they play a game, collecting emotion 'tokens' with a magnetic fishing rod.

Staff support them to understand the different emotional facial expressions that are attached to the tokens, how to explore their own emotions and develop empathy. Babies enjoy playing with dough. They roll and squeeze it, developing the muscles in their hands.

Older babies enjoy putting the dough away into its container at the end of play time. Babies laugh as they play with balls, rolling them along the floor. Children are curious and enjoy learning about the weather.

Pre-school children discuss with staff the effects of the wind and rain. They observe how strong the wind is as they watch leaves blow around the garden. Staff support children to explore nature.

They enjoy discovering the herb garden, smelling the mint plants and looking for insects in the bug hotels.

What does the early years setting do well and what does it need to do better?

Managers ensure the curriculum is securely embedded throughout the nursery. Staff know the children in their care well and are confident about what they want children to learn and why.

They plan activities that children enjoy and which are linked to the curriculum and children's interests. For example, staff create activities, such as making a jungle out of toy animals and trees, reading books and creating paintings of tigers and leopards with the babies. Planning in the pre-school is organised so that activities are well sequenced, building on what children already know.

However, staff do not always build on the older children's knowledge and skills further by making full use of the learning opportunities of each activity and challenging children even more.The nursery places a good emphasis on developing children's language and communication skills. Staff ask open questions and give children time to think and respond.

Children communicate confidently. Children say how 'delicious' the nursery lunch is and younger children speak confidently, in four-to-five-word sentences. However, staff do not always make use of conversations with older children, such as during activities and group times, to include mathematics in their daily vocabulary.

For example, counting quantities, naming shapes or talking about weight and measure.Children have positive attitudes to learning and demonstrate good levels of enjoyment and curiosity. Staff in the younger children's rooms have high expectations for children's behaviour and conduct.

For example, when staff ask children to wash their hands and take their seats for lunch, the children respond quickly. Children wait patiently and have good manners. However, staff in the pre-school room do not always support children to understand how their behaviour impacts on others, so they learn to take turns and listen to others in conversations.

Staff and managers have positive relationships with parents. Parents report that their children make good progress in their learning and development and that they feel well supported. They comment that their children develop a love of reading and books and that language development is strong.

Parents' feedback is that the nursery provides a well-balanced and nutritious food menu. Parents know their opinions matter and they recommend the nursery to others.Children with special educational needs and/or disabilities (SEND) make good progress.

All staff have completed training in communicating with sign language and four staff are highly qualified in using sign language. Older children confidently use signing in their daily communication and children with SEND make good progress in their language and communication skills.Children develop their physical skills with lots of opportunities to spend time outdoors.

Older children develop core skills, strength and coordination as they climb, balance and run outdoors. They have free access to the outdoor area. Every morning, they enjoy movement sessions with staff where they wake up their bodies.

Managers have created a strong team of staff who enjoy coming to work and who feel well supported in their roles. Managers have good links with other early years professionals, including the local primary schools to support children's experiences.

Safeguarding

The arrangements for safeguarding are effective.

Staff have a good understanding of child protection. They know how to recognise possible signs of abuse, are confident in the procedures to follow, and know who to contact to ensure children are safe. Managers have robust policies and procedures in place and provide staff with high-quality training.

Managers conduct regular risk assessments of the premises to ensure children are safe from harm. Staff support children to develop their understanding of when they might be at risk during their play and where to get support if they need it.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: develop activities to provide older children with further challenge to build their knowledge and skills even more support older children to develop their mathematical skills and knowledge further so that they learn to count, name shapes and talk about weight and measure nextend behaviour management strategies to support older children to understand more how their behaviour impacts on others.