Daisy Chain Children's Nursery

Daisy Chain Children's Nursery
Unique reference number (URN): 2835341
Address: Units 8-9, Swan Yard, Whetstone, Leicestershire, LE8 6LQ
Type: Childcare on non-domestic premises
Registered with Ofsted: 20/03/2025
Registers: EYR, CCR, VCR
Registered person: Mrs Amanda Donkin & Mr Ian Donkin Partnership
Inspection report: 24 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
Achievement Strong standard
Children are effective communicators who use signs, gestures and words to share their
interests and needs. Babies express how much they love books as they smile and chuckle
during stories. They snuggle up with staff and babble while they look at the illustrations
together. Babies delight in joining in with actions for songs, sway to the tunes and bang
instruments, such as drums, to accompany them. Children across the age groups develop
impressive communication and language and early literacy skills. They make free choices in
their play and are wholly engaged and excited during their learning. For example, they recall
recent experiences while baking. They use these recollections in their role play as they mix
natural ingredients, soil and water to create pretend meals for each other.
Children delight in drawing circles with chalk on the ground and making marks with water
and brushes. They confidently pour water from jugs and fill buckets with sand. This helps
them to develop their muscle strength and fine motor control. Children gain a wealth of skills
for future learning.
Behaviour, attitudes and establishing routines Strong standard
Leaders are committed to creating a nursery community where children, including those with
special educational needs and/or disabilities or who face other barriers to learning, and staff,
develop as happy and capable individuals. Leaders and staff ensure that all children and
families benefit from trusting, caring relationships. They have high expectations for children's
behaviour across the nursery, including using polite manners. Staff help children to
understand the impact of their actions on others. They are positive role models who
demonstrate respect for children, each other, and the environment in the nursery and the
wider community.
Children mirror the strong values shown by leaders and staff. These are embedded at the
nursery from babyhood onwards. Children confidently follow clear routines which staff adapt
to encompass everybody, whatever their needs. For example, staff help toddlers to
recognise their sleep mats by attaching their photographs to them. Children help their
friends with tasks, such as tidying up resources, showing a strong sense of belonging. They
wait patiently and calmly when needed, for example, after washing their hands ready for
lunch. Staff offer plenty of specific praise for children's efforts which encourages them to
continue to 'have a go' during activities and routines.
Leaders promote good attendance so that children benefit fully from their time at the
nursery. Their effective communication with parents ensures that they have a shared
understanding of the importance of good attendance. This helps children to develop positive
attitudes to learning in readiness for the next stage of their learning.

Children's welfare and wellbeing Strong standard
Leaders prioritise supporting the emotional wellbeing of children and staff. They provide
opportunities for babies and children to manage their feelings and remain relaxed. These
include practising simple yoga moves and strategies for self-regulating. Babies and children
spontaneously embrace staff when seeking comfort and reassurance which helps them to
feel secure. The key worker role is firmly established. Attentive staff who look after babies
know about different ways to soothe them. For older children, they focus on building self-
esteem and independence to promote their self-care skills, including toileting.
Leaders ensure balanced, inviting meals meet appropriate guidance for all age groups.
Children draw their favourite foods on paper plates. This is an example of the opportunities
staff provide for children to discuss making healthy choices. Furthermore, their views help to
inform new menus, showing that children's voices are heard. Staff closely supervise babies
and children while eating. They follow robust procedures regarding allergens and avoiding
choking hazards. Children learn about oral health. For example, children practise brushing
the teeth of dinosaur models. They talk with staff about why clean teeth are important.
Children follow good hygiene procedures, such as wiping their noses and washing their
hands.
Children benefit from fresh air and vigorous exercise daily. Staff promote children's physical
development, for example, encouraging babies to become mobile by placing toys just out of
reach. They rigorously implement safe sleeping policies, including frequent checks during
naps.
Curriculum and teaching Strong standard
Leaders and staff provide an ambitious curriculum that is thoughtfully tailored to meet each
child's recognised needs and interests across the areas of learning. There is a consistently
high quality of teaching across all age groups. Staff know when to intervene and when to
stand back and observe. They understand the impact of positive, and appropriately adapted,
interactions with children, including those with special educational needs and/or disabilities
and those with other barriers to learning. For instance, staff demonstrate skilful questioning
to engage all children and encourage their creative thinking. They use simple questions,
such as 'More?' while babies turn the pages of books about animals. Staff ask what sounds
animals make, giving children plenty of time to think and respond. They involve older
children in predicting what will happen next, such as when they add soil to water while
'cooking' in the outdoor kitchen.
Staff listen to children's thoughts and ideas carefully and use these to extend conversations.
They introduce new words and repeat these clearly for babies and younger children. They
playfully take part in older children's role play, introducing rich vocabulary and mathematical
language. Staff ensure that all children access the curriculum and make significant progress
from their starting points.

Inclusion Strong standard
Leaders ensure that the nursery is highly inclusive. Every child, and every adult, is valued
for their unique qualities. Staff get to know children and families extremely well from the
onset. They identify children's support needs rapidly, such as through exchanges of detailed
information with parents and other professionals, and their own careful observations. All
children, including those with special educational needs and/or disabilities (SEND) and
those with other barriers to their learning, are supported to take part in routines and activities
to the fullest. For example, staff use signs for 'please', 'thank you' and 'more' with babies.
They sing while carrying out tasks, such as tidying away resources, which helps young
children to understand and remember what to do. Staff use gestures and simple language to
help young children to participate fully. Children who are non-verbal point to pictures on a
lanyard to indicate their needs, such as toileting. Staff present objects, for example, nappies
to explain to babies and toddlers what will happen next.
Leaders are extremely proactive and effective in securing interventions for children with
SEND. They support families tirelessly to secure the help and support that they need. They
are committed to ensuring the best possible outcomes for each child. Leaders ensure staff
monitor children's progress, including those with SEND, very carefully, so that they continue
to make necessary adaptations that meet their changing needs. They welcome advice and
guidance from other agencies and apply this to everyday staff practice.
Leadership and governance Strong standard
Leaders are passionate and determined to provide the very best care and learning
opportunities for all children, including those with special educational needs and/or
disabilities (SEND) or those with other barriers to their learning. There is a culture of
continuous reflection which supports the achievement of these aspirations at the nursery.
Leaders value the individual strengths of staff. For example, staff are encouraged to use
their skills and interests, such as providing baking activities with children, teaching them
yoga moves or researching ways to support children with SEND. Leaders provide high
levels of care for staff wellbeing in recognition of their importance to the nursery community.
In addition, the targeted professional development programme enables staff to gain
knowledge and skills that benefit children in their care. This includes through induction for
new staff and ongoing mentoring and peer observations, as well as training courses.
Leaders are proud of the partnership working that is firmly embedded with parents and with
other agencies. This helps to support a continuity of approach to children's care and
education. Parents comment that communication between staff and themselves is highly
informative about children's experiences and progress. Their contributions about home life
help inform staff planning to individualise learning for each child. Leaders and staff are
immensely proud of the significant difference they are making for children and their families.

Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
All children, including those with special educational needs and/or disabilities and those who
face other barriers to learning, settle quickly to their play. They thrive in the welcoming and
nurturing nursery. Babies and children demonstrate that they feel part of the nursery
community where they consistently experience kindness and consideration from staff and
each other. One example of this is, when children collect water to mix with soil, they ask
their friends to give them a hand to turn the tap. Children are eager to help each other. They
benefit from consistently positive interactions and bonds with staff who know them very well.

Inspector:
Cathryn Clarricoates
About this setting
Unique reference number (URN): 2835341
Babies help to hand out beakers of water to their friends. Babies and children seek out staff
for cuddles and reassurance and to share what they have discovered while they explore a
wealth of exciting, age-appropriate resources. Children's exemplary behaviour reflects the
high standards of staff, who give gentle reminders of their expectations when required.
Children take a lead in their learning, choosing what interests them. For instance, they
delight in imaginative play, such as when they pretend to be pirates and sail away on
adventures.
Babies and children benefit from a broad curriculum that includes new, exciting experiences
in the community around them, such as taking bus trips for the first time. Some examples of
other outings include visits to dental surgeries, churches, parks, libraries and residential
homes where they explore the wider world. Children plant flowers, fruits and vegetables in
the garden area and a local allotment. Their efforts in watering and tending the plants help
them to understand about how these grow. They discover where food comes from. Children
taste the ingredients during baking sessions and in their home-cooked, nutritional meals.
The nursery is committed to a wide range of environmentally friendly activities, such as
safely picking up litter. Children learn about the dangers to animals when rubbish is left in
the natural environment.
Next steps
Leaders should ensure continued improvement in the setting's successful work to remove
barriers for children who need extra help to realise a transformational impact on all
children's achievement and wellbeing.
About this inspection
The inspector spoke with leaders, practitioners, the special educational needs coordinator,
parents 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.

Address:
Units 8-9
Swan Yard
Whetstone
Leicestershire
LE8 6LQ
Type: Childcare on non-domestic premises
Registration date: 20/03/2025
Registered person: Mrs Amanda Donkin & Mr Ian Donkin Partnership
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 17:45
Local authority: Leicestershire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 24 September 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
34
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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