Daisy Maisies

Daisy Maisies
Unique reference number (URN): EY444546
Address: 25-27 Appleton Village, WIDNES, Cheshire, WA8 6EL
Type: Childcare on non-domestic premises
Registered with Ofsted: 22/08/2012
Registers: EYR
Registered person: Daisy Maisies Limited
Inspection report: 19 August 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
Children develop effective knowledge and skills across the areas of learning. All children,
including children with special educational needs and/or disabilities, make excellent
progress from their starting points. They demonstrate high levels of curiosity and
engagement as they explore the enticing environment. This provides a secure foundation for
future learning. Children communicate effectively with staff and express their thinking clearly.
They enjoy using new words, such as 'juicy' and 'delicious,' to describe the melon. Children
and babies learn the specific skills they need to gain independence. This includes learning
how to put on their coats and using a spoon to feed themselves. As a result, children
confidently progress to using a knife and fork. These well-planned learning opportunities
help children to achieve well and become confident and independent learners, ready for the
next stage of their learning.
Behaviour, attitudes and establishing routines Strong standard
Leaders and staff create a harmonious and respectful culture, in which babies and children
thrive. They set age-appropriate expectations for children's behaviour. Staff typically role
model expected behaviours, such as using polite manners, and they consistently praise
positive behaviour. Children are kind and respectful to their friends because staff instil clear
expectations of behaviour from a very early age. Staff make effective use of items, such as
sand timers, to help all children know when their time at an activity has finished. This helps
to manage their emotions. Children learn from a young age to take turns and to listen to
their friends and others. The play collaboratively with their friends.
Children develop positive attitudes to learning. They are curious and interested learners. For
example, babies persevere at tasks, such as pushing the animals through the holes on the
ark. Older children show tenacity as they work out how to open the different locks to find the
hidden animal. Leaders and staff work effectively with parents to establish routines,
including promoting regular attendance, especially for those children in receipt of funding.
Staff know and value the importance of regular attendance on children's learning and to
form positive habits for the future.
Children's welfare and wellbeing Strong standard
Leaders and staff place a strong emphasis on children's personal and social development.
Children are encouraged to be as independent as possible. For example, babies learn how
to wash their hands and face after meals. Older children know and understand why they
need to wash their hands after playing outdoors. Children say, 'It is to get rid of the germs.'
Children develop an awareness of their own health and wellbeing. They understand the
importance of eating a healthy diet and being active. In addition, staff use these
opportunities to talk to children about the importance of good oral health. Staff have an
innate understanding of the children's personal needs and meet these well in practice.
Children with food allergies or intolerances learn to manage this. They are confident to ask

staff if this food is 'ok' for them to eat. In addition, children recognise the importance of
drinking water throughout the day to stay hydrated.
Staff work in partnership with parents to ensure babies' routines are known and
implemented into daily practice. This helps children develop secure attachments and
promotes their health and wellbeing. Staff supervise children well while eating or sleeping.
This helps keep them safe.
Curriculum and teaching Strong standard
Leaders and staff have created a highly ambitious and carefully sequenced curriculum. They
skilfully adapt the curriculum to meet the ever changing needs of the children. This enables
children to build on what they know and can do. Communication and language development
is a key focus that threads throughout all the activities. Leaders and staff provide a rich
environment that encourages children to understand different attributes, such as helpfulness
and determination.
Staff are skilled communicators who seamlessly thread new ideas into activities. They pose
questions to support children's critical thinking and problem-solving skills. Songs and stories
are an integral part of the curriculum. Babies giggle in delight as they rock backwards and
forwards to 'Row, Row, Row Your Boat.' Babies and children constantly look at books. Older
children develop an awareness that books can also be used for gathering information, such
as identifying bugs in the garden.
The teaching of mathematics is effective. Staff use every opportunity to introduce children to
numbers, counting and shape. They introduce words, such as 'bigger', 'smaller', 'heavy' and
'light', to describe what children are seeing and doing. As a result, children develop a secure
understanding of early mathematical concepts.
Children demonstrate sound physical skills, such as balance and coordination. Younger
children concentrate intently as they attempt to catch the ball. Babies enjoy scooping and
pouring sand, which helps develop the hand control needed to feed themselves. The
curriculum provides children, including those with special educational needs and/or
disabilities and/or other barriers to learning, with a secure foundation for future learning.
Inclusion Strong standard
Leaders and staff create a highly inclusive and harmonious environment in which all babies'
and children's individuality is recognised and celebrated. They are ambitious for all children
and want them to succeed. Leaders have carefully considered the environment and have
created calm spaces where children can go to if they feel overwhelmed. In addition, staff
skilfully adapt the curriculum to meet every child's needs. They use a graduated approach to
support children's learning. This means children successfully build on their knowledge over
time, and this is firmly embedded.
Leaders and staff correctly identify when children may need additional support and make the
appropriate referrals to partner agencies. They collaborate with parents and professionals to
create bespoke plans, which celebrate the uniqueness of each child, to support them.
Leaders and staff meet regularly to discuss the progress children are making and to

consider the effectiveness of the plans in place for them. Additional funding is used well, for
example, to purchase specific soft play equipment for children. Support for children who
speak English as an additional language is a strength. Staff work in partnership with parents
to support children's acquisition of language. As a result, all children make rapid and
sustained progress.
Leadership and governance Strong standard
Leaders have clear oversight and governance of the nursery. They are ambitious, and they
complete reflective and balanced analysis of the care and education provided. This enables
them to respond quickly to any gaps in practice. High expectations of professionalism are
fully embedded across the nursery. It is clear that children are at the very heart of everything
that they do. This is reflected in the staff's commitment to improving the quality of care and
education for all children. Ongoing training, development and support means that staff
understand their roles and responsibilities. Careful monitoring and oversight of the
curriculum means it continually meets the needs of all children.
Leaders and staff place great emphasis on working in partnership with parents. They work
tirelessly to ensure parents are fully involved in their child's care and receive information on
their progress. Leaders and staff implement home reading schemes which has seen an
improvement in children's love of reading. They provide ideas for activities for parents to do
at home with their children. This consistently promotes children's ongoing learning. Parents
speak enthusiastically about the nursery. They comment on the excellent support from staff
and the positive impact this has had on their children. Staff collaborate with schools to
ensure all children receive the right support to help them to engage in the next stage of their
learning. These timely and precise interventions mean all children receive the help they
need to succeed.
What it's like to be a child at this setting
Children, including those with special educational needs and/or disabilities, are provided
with a welcoming and safe environment. This highly inclusive nursery celebrates the
uniqueness of children. Children learn about different cultures and beliefs. This helps them
to learn about tolerance and respect for others. Leaders and staff work tirelessly to
overcome barriers that may impact on children. Children enter happily and call out greetings
to their friends and staff. Older children and babies are confident to explore and engage in
their activities. They benefit from warm and nurturing relationships with staff, who genuinely
care about them. Children who are settling into the nursery, or a new room, are provided

Inspector:
Chris Scully
About this setting
Unique reference number (URN): EY444546
Address:
25-27 Appleton Village
with reassurance and lots of cuddles. Consequently, they settle quickly and are engaged in
their learning. Children are increasingly independent. They relish the opportunities to help
tidy away resources and are keen to receive their sticker. All children develop confidence in
their own abilities. They develop the skills that they need to move on to the next stage in
their learning.
Children's attendance is carefully monitored. Leaders and staff have positive relationships
with parents. This enables them to intercede and provide bespoke plans and support. In
addition, staff are able to signpost families to other professionals when needed. This helps
to reduce any barriers to learning or engagement. Children are provided with high levels of
support which build their confidence and self-esteem. They are confident to express their
preferences. Older children enjoy the opportunities to be a part of the children's council.
They confidently put forward their views about the activities, such as not making any more
cakes. Staff encourage children to take appropriate risks, such as attempting to cross the
balance beam.
Next steps
Leaders and staff should sustain their work to ensure continued improvement and high
standards. They should focus on creating a transformational impact on the outcomes and
experiences of disadvantaged children.
About this inspection
The inspector spoke with the manager, special educational needs coordinator, staff, children
and considered parents' written views of the nursery.
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.

WIDNES
Cheshire
WA8 6EL
Type: Childcare on non-domestic premises
Registration date: 22/08/2012
Registered person: Daisy Maisies Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Halton
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 19 August 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
64
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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