Diamond Days Nursery

Diamond Days Nursery
Unique reference number (URN): 2782648
Address: 112-112A -114 High Street North, Dunstable, Bedfordshire, LU6 1LN
Type: Childcare on non-domestic premises
Registered with Ofsted: 17/04/2024
Registers: EYR
Registered person: Diamond Days Childcare LTD
Inspection report: 9 July 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Strong standard
Achievement Strong standard
All children, including those who speak English as an additional language, make significant
progress in their learning, particularly in their communication and language skills. Children
happily chat as they make up imaginary games to play. For example, they decide to make a
cake and sing 'Happy Birthday' to each other.
Children recall their previous learning as they work out which day of the week it is. They can
focus in small groups and listen carefully to staff reading stories. Children demonstrate
persistence and resilience in their play. For example, babies work hard to pull apart 2 bricks.
Children play extremely well together and can take turns without adult support in their play.
For example, children wait patiently for their turn to have a go at kicking the ball into the net.
Children are extremely well prepared for their next stage of learning. They are confident in
talking and asking for help, demonstrating independence skills appropriate to their age and
stage of development. Children benefit from their parents and carers being well informed on
how to support them in becoming ready for school, such as through workshops and
information from the nursery.
Behaviour, attitudes and establishing routines Strong standard
Leaders are highly reflective and recognise the importance of well-embedded routines which
allow children to thrive. These are fully established, allowing children to develop the
confidence to explore the wonderful activities available to them. This results in a calm and
nurturing environment. All children, including those with special educational needs and/or
disabilities, or other barriers to learning or wellbeing, are actively engaged in learning. Staff
have high expectations of children's behaviour and use their skills to fully support children to
make positive choices. They are excellent role models as they demonstrate kindness and
positive manners throughout their interactions with children. As a result, children have well-
developed social skills as they play alongside their peers. Staff consistently recognise and
validate children's efforts to make thoughtful choices, with lots of praise.
Children have excellent attitudes towards their learning and enjoy taking part in more-
focused activities. They think carefully about why things might float or sink. Children
demonstrate independence and persistence in their learning. For example, babies persist at
blowing bubbles. They show great joy and pride in their achievements. Staff work closely
with parents and carers to ensure that they understand the need for regular attendance.
Leaders have a flexible and understanding approach towards meeting the needs of families.
Children's welfare and wellbeing Strong standard
Children's care, welfare and wellbeing are a strength of the setting. Leaders highly prioritise
children's emotional and physical wellbeing. Children develop an age-appropriate
understanding of how to stay safe and healthy. Staff know children and their family
circumstances extremely well. They are sensitive and respectful in supporting them.

Children build up positive and warm relationships with staff. They feel confident in talking to
them. This allows those children with special educational needs and/or disabilities to receive
the individual support they need.
Staff provide children with healthy options for their snack. They provide parents and carers
with clear instructions on how to provide healthy lunch boxes. Staff use every opportunity to
teach children how to be healthy. Children fully understand the need for hygiene. They
develop independence in washing their own hands and being responsible for their own self-
care from an early age. Children have many opportunities for physical play and are
beginning to understand the importance of exercise. The nursery has been accredited with
an award for supporting and caring for children's oral health, which is of a high level.
Children understand why they need to brush their teeth, and all children in the setting
practise this daily. Staff update parents regularly with information about oral health.
Curriculum and teaching Strong standard
Leaders have a secure understanding of what they want children to learn and ensure that
the curriculum reflects this. They aim for babies to be ready to move in to the pre-school
room, and for older children to be thoroughly prepared for school. Staff plan activities
purposely, to reflect children's growing independence, and to give them opportunities to
develop and practise skills for their next steps. For example, babies confidently take the
bricks from a shelf and build independently.
The focus of the curriculum is on children's communication and language. Staff are highly
effective at supporting children's skills and developing their vocabulary. They recognise how
to support children who speak English as an additional language, and adapt their practice to
fully meet their needs. For example, staff say 'hello' to children in their own languages and
use Makaton for all children.
Leaders and staff recognise that children flourish with warm and positive relationships in a
nurturing environment. As a result, children have high self-esteem and confidence. Staff
explicitly teach children to understand emotions and to develop calming strategies. Babies
learn to have 'kind hands', and demonstrate this by gently stroking each other's hands.
Leaders promote a love of early reading, and children enjoy listening to stories and singing
songs with staff. They learn to count and use their fingers to show how many. Staff are
highly skilled at developing children's understanding in the moment of play. They use every
opportunity to further enhance children's learning.
Inclusion Strong standard
Staff identify children with special educational needs and/or disabilities (SEND) or other
barriers to learning or wellbeing swiftly when they start at the nursery. They work extremely
closely with parents and carers from their initial meetings to carefully establish any extra
support required. Staff use their professional knowledge to secure an understanding of
where there are gaps in children's learning. They have secure and robust procedures to
ensure that children with SEND or other barriers to learning can access the same
experiences as their peers.

Staff fully support children in the nursery as individuals. They use a range of strategies to
ensure that children with SEND or other barriers to learning or wellbeing make rapid
progress from their starting points. For example, staff routinely use Makaton to support
children with gaps in their communication and language skills. They use sensory items and
social stories to support children in managing their own emotions and behaviour.
Leaders and staff have close relationships with many of the outside agencies that offer
support to early-years children. They liaise regularly with the local authority's early years
SEND team. Staff work alongside families and the community nurse to ensure that the
children have the necessary support to make rapid progress. Leaders use the extra funding
available for the best impact on children's progress, including one-to-one support and extra
resources. Leaders and staff ensure that children taking their next steps in learning are
incredibly well supported in making that transition.
Leadership and governance Strong standard
Leaders are incredibly dedicated to providing the absolute best care and education for
young children. They are driven to ensure that high expectations and standards are
maintained for the best interests of children. Leaders are highly inclusive and ensure that all
children, including those with special educational needs and/or disabilities (SEND), or other
barriers to learning or wellbeing, are fully prepared and ready for their next stage of learning.
Their dedication to continuous development results in a culture of professionalism that is
embedded across the nursery.
Leaders include all staff in a survey to work on improving the setting and their own practice.
They support staff through professional discussions, regular supervision sessions and peer-
on-peer observations. Leaders understand how to use staff's skills to enhance the learning
experiences of children. For example, staff who are naturally sensitive to children with SEND
receive encouragement to develop their skills through their own professional development.
Leaders are respectful and sensitive to staff's wellbeing. As a result, staff feel that their
opinions are valued. They demonstrate high-professional aspirations and feel well supported
to fulfil their roles. This is clearly reflected in staff's interactions. The nursery has recently
received a quality accreditation for having healthy children and a healthy workforce.
Leaders thoughtfully develop engagement with parents and carers. They adapt strategies to
encourage parental involvement. For example, drop-in sessions provide parents with
practical support. Leaders regularly survey the parents and act on their responses. For
example, they changed the online app they use to ensure that parents have more regular
communications through the day. Partnerships with families, health professionals and
support agencies are well established. This results in coordinated support for children with
SEND or other barriers to learning or wellbeing.

What it's like to be a child at this setting
Children thoroughly enjoy their time at this incredibly nurturing and welcoming nursery. They
develop warm and trusting relationships with staff, who know them exceedingly well. Babies
reach out their arms to be greeted by staff. Children run happily in, to play with their friends.
They feel a solid sense of security and belonging. This gives them high levels of confidence
to explore all the wonderful opportunities on offer. For example, babies explore textures and
different materials with their feet. Older children line up at their ice-cream cart to pretend to
buy ice creams from their friends.
Children benefit hugely from the stimulating and engaging opportunities available. They
develop excellent communication and language skills as staff support their vocabulary and
understanding. For example, babies repeat 'up' and 'down' as they use paintbrushes. Older
children specifically learn how to name and cope with their emotions. They enjoy making
faces that copy emotions. As a result, children's behaviour is exemplary, and they are
particularly kind to each other. Children play collaboratively with each other with little need
for adult support. For example, they pass each other resources and take turns in their
games. Children make rapid progress from their starting points.
All children are very well prepared for their next stage of learning. They demonstrate
independence, persistence and resilience in their play. For example, children keep going
when they are trying to get the ball into the net. Children enjoy joining in at their circle times
and learn how to listen carefully when in a group situation.
Parents and carers speak highly of the setting and of how well staff know their children.
They are incredibly pleased at their children's progress in all areas, but particularly their
confidence and communication skills. Leaders work closely with families to promote
children's attendance. They ensure that children can build the trusting relationships which
enable deeper learning.
Next steps
Leaders should ensure continued improvement in the setting's successful work to develop
the leadership team to realise a transformational impact on the outcomes and
experiences of all children.
About this inspection
The inspector spoke with leaders, staff, parents and carers and children during the
inspection.

Inspector:
Clare Eyre
About this setting
Unique reference number (URN): 2782648
Address:
112-112A -114 High Street North
Dunstable
Bedfordshire
LU6 1LN
Type: Childcare on non-domestic premises
Registration date: 17/04/2024
Registered person: Diamond Days Childcare LTD
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 17:00
Local authority: Central Bedfordshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 9 July 2026
Children numbers
Age range of children at the time of inspection
0 to 4
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.

Total number of places
28
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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