URN 2821459 · Inspected 2026-09-09 · Published 2026-10-08 · Inspector: Kelly Hawkins
Daisy's Day Nursery Unique reference number (URN): 2821459 Address: London House, High Street, Staplehurst, Tonbridge, TN12 0AB Type: Childcare on non-domestic premises Registered with Ofsted: 10/12/2024 Registers: EYR Registered person: Daisy's Day Nursery Ltd Inspection report: 9 September 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 Expected standard Leadership and governance Strong standard Leaders have worked extremely hard to support the team to build morale and make significant improvements since changes in staffing structure. It is evident that there is highly effective processes in place to ensure that they coach, support and mentor all staff. This includes providing individualised bespoke training to build on staff's strengths and develop their confidence in all aspects of practice, including embedding a more intentional and purposeful curriculum. This area was identified as a particular weakness, and leaders are developing staff's confidence extremely well in the areas highlighted that need strengthening. Vast improvements have already been implemented and are having a positive impact on children's wellbeing and progress. Leaders are extremely passionate, dedicated and have very high expectations of both themselves and staff. Therefore, all staff strive to provide the best possible outcome for all children and are keen to continue to develop further on their knowledge and skills. Leaders are very evaluative and reflective on practice. Staff's wellbeing is supported, and workload is manageable. Leaders prioritise the wellbeing of staff and ensure that they work together as a team to highlight areas they wish to build further on. This includes enhancing their curriculum even further. There is a strong partnership with parents and other early years professionals. For example, staff keep parents informed of their children's learning and next steps and share children's achievements with them routinely. Staff routinely communicate with early years professionals, including staff at settings that children also attend. They carry out observations and make next steps in learning together. Leaders and staff help provide children with a strong and consistent link to their shared care and learning opportunities. Achievement Expected standard All children make progress in relation to their starting points across all areas of learning, including those with special educational needs and/or disabilities (SEND) and those in receipt of additional funding. Children develop skills to help prepare them for their next stage of learning. For instance, all children, including the youngest, are independent and choose their own play. They know the routines and listen intently to instructions. Children fully understand the needs of each other and respect that some of their friends will require different support and manage their emotions differently. For example, children ask each other if they are okay and ask them if they need to go in a calm spot when they can see them potentially becoming overwhelmed. All children, including those with SEND, are well supported by staff who attend specific training to support children's individual needs. Behaviour, attitudes and establishing routines Expected standard All staff are positive role models and support children to behave well. As a result, children of all ages fully understand what is expected of them, and older ones remind each other of the rules. This includes children with special educational needs and/or disabilities (SEND) and those in receipt of additional funding. For example, children remind each other to use walking feet indoors. Babies help tidy up and gesture to the door when this is complete as they know the routines and understand that it is about to be outdoor learning time. Typically, staff are skilful in identifying how to support children with SEND. This is evident when staff redirect children to an activity that they know will regain their focus. All staff know children and babies well and ensure that they are settled and happy. Staff know how to meet babies' individual needs effectively and swiftly identity when babies are in need of a bottle, nappy change or sleep. Children play well together and enjoy each other's company. There is a positive relationship between staff and children. For example, children happily seek out staff to share ideas, and babies giggle happily as they excitedly play peekaboo with staff. Leaders monitor children's attendance closely and ensure that they follow up any unexplained or unexpected absences. This helps staff to identify any potential patterns of attendance that may require additional support. Children's welfare and wellbeing Expected standard All children are happy, settled and confident. This includes those with special educational needs and/or disabilities. Staff have successfully created safe and welcoming learning environments for children of all ages. Staff have successfully established an effective key- person system that supports all children to feel safe and secure. Generally, children engage in activities and learning experiences that maintain their interest. This includes children using safe and age-appropriate climbing and balancing equipment to build on their physical skills. All children are independent and manage their own needs. This includes understanding the importance of thorough handwashing and positive oral health routines. During mealtimes, staff teach children about the importance and benefits of healthy eating, and staff comply with safer eating procedures. Children have opportunities to learn about their emotions and manage their feelings in effective ways, such as using picture cards to indicate how they feel. Staff know all children and are successful in meeting their individual needs. This includes meeting their personal care needs, such as providing safe sleep spaces when babies become tired. Staff help teach older children to meet their own needs, such as independently using the bathroom. Curriculum and teaching Expected standard Leaders and staff are working hard to ensure that they embed and successfully implement an engaging and challenging curriculum across all ages in the nursery. They have implemented a curriculum throughout the nursery to cover all areas of learning. However, the curriculum is more effectively and consistently embedded for older children. Leaders recognise this and are working very hard to develop practice. Staff plan to identify children's next steps and know them well. However, this is not yet consistently implemented in specific and individual ways. For example, babies enjoy their experiences and are happy and settled, but activities are not necessarily consistently building on what they need to learn next. However, leaders are reflective and proactive in further supporting staff. Overall, staff support children to be confident to communicate. Older children make up their own narratives as they explore making potions and enjoy retelling stories in their own way. However, on occasion, conversations can briefly appear slightly stilted. Therefore, at times, children do not get consistent opportunities to build on their already developing communication skills. Children have access to a wide range of opportunities to cover all areas of learning. For example, staff carry out simple counting with babies, and older children talk about quantities and estimation as they explore water. Inclusion Expected standard Leaders and staff swiftly identify needs of all individual children and fully understand how to support them to make progress in relation to their starting points. Staff typically plan individually to minimise learning barriers for all children. This includes disadvantaged children, those who face barriers to their learning and/or wellbeing and those in receipt of additional funding. For instance, staff attended specific training to develop their knowledge, such as Makaton training and training on visual prompts. This has supported staff to help children to manage the changes in routine more effectively. Leaders use additional funding effectively to support the individual needs of children. This includes purchasing resources and equipment that they know will support children's development and build on their interest of learning outdoors. Staff assess children's progress and ensure that they meet the children's individual needs effectively. This includes children with special educational needs and/or disabilities. Staff make effective adaptations to support all children and provide a consistent approach to children's care and learning. For example, they share and provide the same resources with parents that they use at the nursery, such as visual prompt cards. Generally, all staff have established positive partnerships with outside agencies. This includes sharing training ideas and implementing strategies to support children, such as usual visual aids. What it's like to be a child at this setting Children of all ages and abilities are happy in the safe, friendly and inviting nursery. Children arrive and settle into their chosen activities. Children are excited to engage in the interesting activities that staff plan. For example, babies enjoy exploring bubbles and enjoy feeling and watching them 'pop'. Older children enjoy exploring scented water as they have a sensory 'tea party'. All children are engaged in learning opportunities that staff provide. They have their interests acknowledged and planned for by staff who know them well. Leaders are highly dedicated to ensuring that staff continue to strengthen and implement a successful and purposeful curriculum. Children, including those with special educational needs and/or disabilities (SEND) make progress and develop new skills to help prepare them for their eventual move to school. This is demonstrated when children independently make their own choices and complete their own tasks with confidence. Even the youngest children know what is expected of them regarding their behaviour, and they develop positive social skills to support their future learning. Children take pride in their achievements. They play alongside each other happily and learn valuable life skills, such as sharing, being patient and taking turns during play with their friends. Children and families are welcomed and feel supported and listened to. For example, they have their ideas valued, and advice and support are provided when necessary and beneficial. Children's attendance is closely monitored, and parents are supported to understand the importance of regular and punctual attendance to support children's development and enjoyment of learning. All children, including those with SEND, develop positive relationships with staff. There is a well-established key-person system that helps all children, including babies, feel safe and secure. Older children understand each other's needs and are kind and caring towards their friends. This includes being understanding of when they may need some space to regulate if they become overwhelmed. Next steps Leaders should ensure that staff more consistently apply the curriculum to build on children's developing communication skills even further. Leaders should ensure that staff plan activities that consistently build on what individual children specifically need to learn next. About this inspection The inspector spoke with leaders, practitioners, the special educational needs coordinator, children and parents during the inspection. Inspector: Kelly Hawkins About this setting Unique reference number (URN): 2821459 Address: London House High Street, Staplehurst Tonbridge TN12 0AB Type: Childcare on non-domestic premises Registration date: 10/12/2024 Registered person: Daisy's Day Nursery Ltd Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:20 - 18:30 Local authority: Kent Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 9 September 2026 Children numbers Age range of children at the time of inspection 0 to 3 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 24 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. 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