Daisy Fays Roseland

Daisy Fays Roseland
Unique reference number (URN): 2845138
Address: Daisy Fays Roseland, Unit 12, Chenoweth's Business Park, Ruan High Lanes, Cornwall, TR2
5JT
Type: Childcare on non-domestic premises
Registered with Ofsted: 13/06/2025
Registers: EYR
Registered person: Daisy Fays Limited
Inspection report: 15 July 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Expected standard
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.
Achievement Expected standard
Children develop knowledge, skills and attitudes that support their readiness for the next
stage of learning. They communicate their ideas, make choices about their play and learning
and engage confidently with others. For example, toddlers and pre-school children work
together on using ingredients to make play dough. They pour and tip flour into each other's
bowls and share spoons and water. However, not all pre-school children consistently
demonstrate the skills needed to take turns and share cooperatively with their peers. At
times, some children are unclear about what is expected of them during these interactions,
which limits their ability to manage social situations independently and develop positive
relationships with others.
Children present positive attitudes to learning and engage in activities designed to develop
the skills they need to be successful learners. For example, children in the baby room spend
time stacking coloured rings together using successful fine motor control which helps
prepare them for future early writing development. Children make progress from their
starting points, including those who have previously identified barriers to their learning.
Children build independence in everyday tasks in an age-appropriate way. Toddlers and pre-
schoolers receive encouragement to self-serve their own lunch, while younger children
make attempts to feed themselves using spoons.
Behaviour, attitudes and establishing routines Expected standard
Leaders and staff are warm, approachable and successful role models for children. Daily
routines are typically effective and provide children with a sense of security and familiarity.
However, the organisation of some transitions is less effective. For example, children spend
too long waiting during snack and lunchtime, which does not fully support their engagement
and wellbeing. In addition, children are sometimes expected to remain on the carpet for

longer than is appropriate for their age and stage of development. As a result, some children
lose concentration and do not fully benefit from the learning opportunities provided.
Relationships between staff and children are supportive and nurturing. Leaders generally
have high expectations for children's behaviour, and staff support children to develop their
social skills. For example, staff use a traffic light system to develop some children's turn-
taking skills. However, this is not consistently used across the setting. Children typically
behave well. When staff are addressing unwanted behaviour, they do so sensitively and
respectfully, quickly redirecting children to a suitable activity. Staff give children specific
praise, which helps develop their self-reflection and social skills.
Leaders and staff understand the importance of consistent attendance. They promote this
regularly with parents and have policies in place to monitor attendance.
Children's welfare and wellbeing Expected standard
Staff embed care practices that help children feel safe, secure and valued. They know
children well and respond sensitively to their individual needs. Children are becoming
increasingly independent in managing their own personal care needs and confidently follow
established routines. For example, older children wash and dry their hands independently
before meals, demonstrating sound understanding of hygiene practices. However, practice
is not consistently highly effective in promoting children's independence beyond established
routines.
Positive relationships are built across the setting between staff and children. These help to
build a safe and supportive culture where children feel confident to try new things. Staff in
the toddler and pre-school room support children to develop an understanding of their
emotions. For example, during circle time, staff encourage children to say how they feel and
support them to articulate why they feel this way.
Leaders offer freshly cooked, nutritious meals daily. Staff and leaders allow children to
explore unfamiliar foods in a non-pressured way. For example, they encourage children to
touch, smell and feel new foods. This helps children expand their diets and supports healthy
habits and lifestyles for the future. Staff work in partnership with parents to support children's
healthy eating. They regularly share information about children's meals and snacks to help
provide continuity between home and the setting.
Curriculum and teaching Expected standard
Leaders have adopted a broad and balanced curriculum across all areas of learning. They
have identified the important knowledge, skills and experiences they want children to gain.
The curriculum has a particular focus on communication and language, physical
development and personal, social and emotional development to help children access
further learning. Staff typically support children's language development by extending single
word language from children and modelling it back to them. For example, in the baby room
while reading the book of the week, staff model, 'Yes, a big shark.'
Staff know the children well through their efficient observations and assessments. They use
their knowledge to tailor learning experiences to suit the interests of the children. For

example, they use soft-play equipment to support children in their individual physical
development. Mathematical language is introduced through set circle times in the toddler
and pre-school room and then built upon in free-flow activities. The curriculum typically
provides meaningful opportunities for children to develop their listening skills and
understanding of stories and songs. Children show a strong interest in books and stories
and readily make links between what they hear and their experiences. For example, children
in the baby room enthusiastically take toy animals to staff, who respond by singing relevant
nursery rhymes.
Inclusion Expected standard
Leaders have established a positive culture in which children are valued, happy and
supported to access learning opportunities that meet their individual needs. Effective
systems are in place to promptly identify and monitor children's needs. Leaders use
information gathered to adapt the curriculum and ensure that children receive the support
they need to succeed. Staff know their key children well and understand their individual
needs. Therefore, staff can typically consider whether they need additional support.
Leaders and staff work closely with external agencies and use their advice effectively to
support children's outcomes. They monitor children's needs and consider where best to use
funding to improve experiences for vulnerable children. For example, leaders use funding to
provide suitable resources and ensure regular access to nutritious meals. These decisions
support children's wellbeing and help them to engage positively in learning. Leaders
maintain an open line of communication with parents and carers. They use information
shared by parents and carers to inform their decision-making. Children benefit from this
consistent approach supporting their transition from home to the setting.
Leaders promptly identify any potential barriers to learning children may have and put
measures in place to address these. For example, they extend settling-in transition periods
for children who may benefit from this to support their emotional security.
Leadership and governance Expected standard
Leaders have a sound understanding of the setting's strengths. Overall, they have an
accurate view of the areas that need to be strengthened to further support children's
wellbeing and development. For example, they recognise that changes in staffing
arrangements may be unsettling for children. As a result, they have implemented an
extended transition period, enabling children to build relationships with new staff alongside
familiar adults.
Parents and carers share positive feedback about the setting. They celebrate staff's ability to
make children feel welcome and happy when arriving at the start of their sessions. Parents
speak positively about the open lines of communication as well as the level of
communication they receive about their children's progress and achievements. Parents
speak highly of the setting and describe it as, 'flexible and accommodating around naps,
routines and eating'.
Staff morale is positive. Staff report that they feel supported and are comfortable
approaching leaders for guidance and advice when needed. Leaders encourage a culture of

improvement and provide opportunities for staff to share practice with one another. Overall,
professional development arrangements support staff in developing their knowledge and
skills. Leaders have identified the need to ensure agreed approaches are applied more
consistently across the nursery to further improve children's experiences and outcomes.
Leaders and staff carry out risk assessments of the premises and activities to ensure
children are safe and secure at the nursery.
What it's like to be a child at this setting
Children benefit from a warm and welcoming environment where they feel valued, respected
and supported to learn. They typically behave well and are treated with kindness. Children
are supported to understand and express their emotions and receive sensitive guidance
when conflicts arise. As a result, they develop positive attitudes to learning, communicate
confidently and build the personal, social and emotional skills needed to access later
learning.
Children benefit greatly from supportive staff and flexible settling-in approaches. This helps
them to feel safe and secure, ensures their individual needs are understood and enables
them to form positive relationships with familiar adults. Across the setting, children are
engaged and happily access a range of activities. For example, they investigate water and
sand, practise pouring and tipping skills and enjoy imaginative play in the role-play kitchen.
Babies enjoy exploring sensory resources and delight in sharing familiar stories and songs
with adults. Toddlers eagerly explore their environment and develop increasing
independence through daily routines. Pre-school children confidently make choices about
their play, communicate their ideas and engage positively with their friends.
Children enjoy a range of experiences that support their developing knowledge and skills.
They listen attentively to stories, join in with songs and rhymes and demonstrate curiosity in
their play. Children successfully develop physical skills, such as stacking and manipulating
resources with increasing control. They confidently make choices and express their ideas
and are becoming increasingly independent in everyday tasks. Children show positive
attitudes to learning, persevere with challenges and take pride in their achievements.
Children make progress from their individual starting points, including those who may have
experienced barriers to learning. They develop the communication, physical and social skills
needed for future learning and are becoming increasingly prepared for the next stage of

Inspector:
Beth Wilson
About this setting
Unique reference number (URN): 2845138
Address:
Daisy Fays Roseland, Unit 12
Chenoweth's Business Park
Ruan High Lanes
Cornwall
TR2 5JT
Type: Childcare on non-domestic premises
Registration date: 13/06/2025
their education. As a result, children are happy and settled and enjoy their time at the
nursery.
Next steps
Leaders should implement a consistent approach to supporting children to take turns and
share, for them to understand what is expected of them during these times.
Leaders should help staff to organise transitions and mealtimes in the toddler and pre-
school room to effectively reduce children's wait times and help them engage in their
learning.
About this inspection
The inspector spoke with leaders, practitioners, the special educational needs coordinator,
parents and carers and children during the 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.
A quality assurance visit by an additional inspector was carried out at this inspection.

Registered person: Daisy Fays Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Cornwall
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 15 July 2026
Children numbers
Age range of children at the time of inspection
0 to 3
Total number of places
38
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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