URN EY416700 · Inspected 2026-01-28 · Published 2026-03-23 · Inspector: Kelli Wiseman
Daisychain Day Nursery Unique reference number (URN): EY416700 Address: 194, Three Bridges Road, CRAWLEY, West Sussex, RH10 1LR Type: Childcare on non-domestic premises Registered with Ofsted: 22/10/2010 Registers: EYR Registered person: Salolach Childcare Limited Inspection report: 28 January 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 Behaviour, attitudes and establishing routines Strong standard Children of all ages demonstrate a secure understanding of daily routines. Older children seamlessly transition between activities, such as story sessions, mealtimes and outdoor play. Even the youngest of children recognise familiar patterns and respond positively to nappy changing, feeding and sleep routines. This high level of consistency is the result of staff's warm, sensitive and gentle interactions during these key times. Staff are highly responsive to supporting children with special educational needs and/or disabilities (SEND). They make adjustments and provide sensory breaks, if needed, to help them to regulate. This contributes to children's confidence, emotional resilience and readiness to learn. Staff are highly positive role models, demonstrating kindness and respect in their interactions. Children mirror this behaviour, showing empathy towards their peers and playing together cooperatively. Staff communicate with clarity and confidence, ensuring every child understands expectations. Those who require support in managing their behaviour receive clear, consistent messages. This helps all children, including those with SEND, to manage their behaviour positively and develop their social skills effectively. Leaders monitor children's attendance closely and work with families to reinforce the importance of regular attendance. This helps children to benefit from the rich learning experiences that staff provide. Inclusion Strong standard Staff embed a robust culture of inclusion throughout the nursery. They recognise and value every child's identity, background and needs. Staff know all children extremely well and actively adapt the environment to ensure each child feels safe and supported. For example, they use the graduated approach to enable early identification and timely interventions. Staff use rigorous monitoring tools, working closely with parents and other professionals. They distinguish between language delays and the impact of English as an additional language, ensuring support remains targeted and aligned with children's evolving needs. Staff celebrate cultural diversity through meaningful experiences. They weave children's home languages, traditions and lived experiences into daily practice. Staff invite families into the nursery to share skills and cultural heritage, providing activities, such as cooking traditional foods. Staff ensure children see print and resources that reflect their identities. These opportunities are reviewed regularly to ensure they remain relevant and responsive. Leaders use additional funding to enhance children's experiences, offering enriching activities, such as workshops, dance sessions, trips and visits from external providers. This helps all children to develop a deep sense of belonging and thrive as confident learners. Expected standard Achievement Expected standard Typically, children achieve well from their starting points and make secure progress across the curriculum. Gaps in learning are quickly identified, especially for those who face barriers to their learning. Babies develop their physical skills effectively, confidently cruising and crawling to reach items. They show increasing independence and determination. Toddlers are highly engaged outside, enthusiastically splashing in puddles. They develop their fine motor skills as they use containers to scoop, pour and transfer water. Older children recall early learning and show an interest in challenging new vocabulary, attempting complex words, such as 'diplodocus'. Older children demonstrate secure knowledge of the world, confidently explaining that dinosaurs lived before humans. Children show a desire to explore, communicate and build on their existing knowledge. This helps them to become confident and curious learners, who are ready for their next stage. Children's welfare and wellbeing Expected standard Staff build warm and trusting relationships with children from the moment they start. They prioritise taking the time to get to know children's routines, interests and personalities. Babies turn to staff for comfort and reassurance, responding with smiles and clear signs of trust. These attachments support children's confidence and emotional wellbeing. Staff use sensitive, purposeful interactions to help older children talk about their feelings. They model vocabulary to build on the language children need to express themselves confidently. Staff implement calm and targeted strategies that promote engagement. For example, they consistently support children with special educational needs and/or disabilities, to play alongside their peers. This helps them to develop emerging social skills within meaningful and motivating play. Children develop increasing independence as they move through the nursery. Staff support older babies to feed themselves and drink from open cups. Older children begin to master the skills of using a knife and fork and pour their own drinks. Staff demonstrate a secure understanding of children's allergies, dietary needs and weaning stages. They check ingredients and adapt menus accordingly. Staff carefully consider children's allergies when planning food-based activities. This helps to keep children safe and develop independent eating habits. Curriculum and teaching Expected standard Typically, the nursery provides an ambitious and well-sequenced curriculum that reflects children's individual needs and the community it serves. Early identification of children who may face barriers to their learning ensures they receive targeted support promptly. Generally, staff use their knowledge of child development to adapt their teaching, so every child can access learning from the start. They use observations and assessments effectively, to shape children's next steps in learning. Staff prioritise physical, personal, social and emotional development, knowing children need these foundations before deeper learning can flourish. This helps all children make progress from their starting points. However, the curriculum intent is not yet understood consistently across the whole staff team. This means that, occasionally, children do not fully benefit from the learning experiences provided. Staff promote communication effectively through clear language, meaningful commentary and the use of basic sign language. Babies benefit from responsive interactions with staff, who model words, gestures and signing through songs and routines. Staff extend conversations to deepen older children's understanding and link their learning to real experiences. Staff implement singing sessions with all children throughout the day. They introduce counting and simple prepositions, helping children to develop early mathematical language, alongside their communication skills. Leadership and governance Expected standard Since taking over the nursery, leaders demonstrate effective capacity for improvement. They are working hard to strengthen the curriculum, upskill the staff team and provide ongoing support. Leaders did not follow the required process to notify Ofsted of a significant event. However, safeguarding practice within the nursery is strong, and leaders acted appropriately in managing the incident. There was no impact on children's safety. Therefore, Ofsted does not intend to take any action on this occasion. Leaders have a secure understanding of the diverse needs of the community, children and families who attend. They take clear responsibilities for decisions relating to children, who face barriers to their learning. They ensure support is timely, targeted and effective. This proactive leadership ensures all children receive the support they need, to make meaningful progress from their starting points. Leaders prioritise staff wellbeing. They create a supportive culture, where workload is carefully managed. For example, staff have protected time for training, assessments and paperwork, reducing unnecessary pressures. Leaders carry out regular staff supervision sessions and team-building opportunities. This contributes to the positive workplace, where staff feel valued and supported. What it's like to be a child at this setting Children arrive happy and confident to start their day at this welcoming and inclusive nursery. They form positive, trusting relationships with nurturing staff. Staff promote regular attendance through effective partnerships with families. They value parents' views, which Inspector: Kelli Wiseman helps shape settle-in routines and ongoing support. Carefully planned transitions help children to become familiar with their key person and the environment. Staff interactions are consistently warm and responsive. This helps children to feel safe, secure and have a sense of belonging. Staff know their key children very well, helping them to plan effectively for learning. The curriculum is broad and engaging, offering rich opportunities that promote children's communication, confidence and curiosity. Staff make thoughtful adaptations for children who face barriers to their learning, helping them to make progress alongside their friends. Singing and rhythmic songs are used throughout the day. For example, babies show delight and emerging physical skills as they clap their hands and join in. Older children immerse themselves in their chosen play. They enthusiastically splash in puddles, demonstrating coordination and a drive for exploration. Staff consistently praise children's efforts and achievements, helping them to develop a positive attitude to learning. Consequently, all children thrive and make secure progress from their starting points. Children develop an understanding of healthy lifestyles through daily routines. They wash their hands before mealtimes and wipe their faces after eating, showing growing independence and self-care skills. Staff offer gentle support, so babies can master these early self-care skills. Mealtimes encourage children to try new foods, which are freshly prepared, well balanced and nutritious. Across the nursery, children of all ages show enthusiasm for being independent and making healthy choices. Next steps Leaders should continue to strengthen the implementation of the curriculum so that all staff consistently understand and embed its intentions. About this inspection The inspector spoke with leaders, staff, 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. About this setting Unique reference number (URN): EY416700 Address: 194 Three Bridges Road CRAWLEY West Sussex RH10 1LR Type: Childcare on non-domestic premises Registration date: 22/10/2010 Registered person: Salolach Childcare Limited Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Local authority: West Sussex Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 28 January 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 54 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. 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