Daisies Child Care Ltd High Field Centre

Daisies Child Care Ltd High Field Centre
Unique reference number (URN): EY499638
Address: Highfields Community Association, 96 Melbourne Road, Leicester, LE2 0DS
Type: Childcare on non-domestic premises
Registered with Ofsted: 15/04/2016
Registers: EYR, CCR
Registered person: Daisies Childcare Ltd
Inspection report: 23 March 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.

Expected standard
Achievement Expected standard
Children make suitable progress towards their next steps in development. This is particularly
evident for children with special educational needs and/or disabilities (SEND), children who
speak English as an additional language and younger children. Children are well prepared
for their next stage of learning. They demonstrate secure independence, communication
and social skills. However, some children who are more capable do not receive consistent
support to extend their learning further. For example, on occasions, older children participate
in activities that are too simple for their age and stage of development. This does not
consistently support them to achieve the progress they are capable of in their learning.
Children benefit from the well-established routines. They are confident in the nursery and
know what is expected of them. For example, when children arrive they know to hang their
belongings on their named peg. All children develop confidence, independence and
foundational skills for later learning. Children form positive relationships, take turns and
show kindness.
Behaviour, attitudes and establishing routines Expected standard
Leaders have established a calm and positive environment with clearly applied expectations
for children's behaviour. Children understand routines and respond well to guidance from
staff. In general, there is a settled atmosphere where learning can take place. Staff use
many visual aids, including a now and next board, to help those children who struggle with
communication. Staff use calm and respectful approaches to support children to regulate
their emotions. For example, they use a quiet room to share stories or enjoy specialist
equipment, such as wobble boards.
Staff consider each child's age, stage and individual circumstances when supporting them to
meet expectations. For example, older children independently wash their plates after snack,
whereas staff provide support to younger children or those with special educational needs
and/or disabilities. Overall, children behave well and demonstrate an understanding of rules
and boundaries. For example, they know to sit at the table during mealtimes and tidy away
at the end of a session.
Leaders know the importance of children's attendance and act promptly to help address any
barriers families face. They monitor closely working with parents and carers to support them
to recognise the importance of their children attending. This helps children to establish a
routine of attending an education setting ready for their move to school.
Children's welfare and wellbeing Expected standard
Children typically build warm, trusting and respectful relationships with their key person and
other staff. This supports their confidence and emotional security. The environment is warm
and welcoming. Children form secure attachments with staff, helping them to feel confident
and ready to explore. Children receive encouragement to play and learn collaboratively.

They generally get along well with others. Staff model kindness, care and respect and
provide praise to reinforce positive behaviour. For example, staff tell children they are 'kind'
for sharing resources.
Care practices meet children's individual needs well. Staff make adaptations to the
environment to ensure all children feel included. For example, they provide quiet areas for
those children who need to rest or sleep. Children understand daily routines and receive
support to develop their independence. For example, they butter their own bread or peel fruit
at snack time. Routines are clearly embedded, and are used to teach children about positive
hygiene practices. For example, children wash their hands before meals, and staff support
them to wash their faces and brush their teeth on arrival. This promotes children's
understanding of healthy routines. Children get lots of opportunities to play outside and get
fresh air. Staff talk to them about how to stay warm while outside, prompting them to select
hats and coats independently. Children enjoy movement and music sessions inside. They
join in with the actions to familiar rhymes.
Curriculum and teaching Expected standard
Typically, the nursery provides a well-sequenced curriculum that reflects children's individual
needs and the community it serves. Staff use their knowledge of child development to adapt
their teaching, so every child can access learning from the start. They provide one-to-one
time for children with special educational needs and/or disabilities (SEND) to support their
learning. This ensures that children with SEND continue to make progress in their learning
and development.
There is a focus on supporting children's communication and language skills. Children take
part in regular focus time, where staff use short stories and props to enhance their
communication and confidence in a small-group activity. In addition, staff use visual aids and
a secure daily routine to help those children who speak English as additional language to
learn to communicate and have a understanding of what is happening next. While staff plan
for all areas of learning, staff do not always effectively use assessments to apply children's
next steps and extend their learning. In addition an emphasis on mathematics is not
consistent enough. As a result, staff do not weave mathematical concepts consistently into
children's everyday play and interactions.
Staff promote children's physical development well across the nursery. They make effective
use of the outdoor environment and plan activities that build children's independence. For
example, staff provide opportunities for children to navigate balancing planks and construct
with large blocks. Staff support children's personal, social and emotional development
effectively. They encourage cooperation and turn taking as children play together with dough
and other resources. During small-group times, staff help children to understand and talk
about their emotions. For example, they discuss what makes them feel happy or sad.
Inclusion Expected standard
Leaders use regular observation and assessment to identify children's individual learning
needs. They take positive action to ensure that children receive the right support. For
example, leaders develop individual learning plans for children. They share these with all
staff and parents and carers so effective support and adjustments can be offered. Leaders

monitor children's progress to identify areas of achievement and where further alteration
need to be made. Overall, staff work closely with parents, breaking down barriers in
communication by using translators both in person and electronically. This helps parents to
understand how to continue to support their children at home.
Leaders have developed positive relationships with other professionals to ensure that
children with special educational needs and/or disabilities (SEND) and those known to social
care make steady progress. For example, leaders work with educational psychologists and
the speech and language team to implement targeted interventions for those children who
need it. Staff complete additional training to build on their current knowledge to ensure
children with SEND receive the best support.
All children benefit from well-planned strategies that help them to make progress from their
individual starting points. Leaders ensure there is a working partnership with social services
and other agencies to ensure that children in social care receive effective support. Leaders
monitor the use of additional funding to ensure that it has a meaningful impact on children's
learning, development and wellbeing.
Leadership and governance Expected standard
Leaders have received support from their local authority that has had a positive impact on
leadership. Leaders have strengthened safeguarding policies and procedures to ensure all
staff understand their role to protect children. They continue to support and coach staff
though reflective discussions, staff meetings and supervision sessions. This helps leader to
identify strengths and areas for development. Consistency in the implementation of the
curriculum and teaching practice continues to develop, particularly in relation to the delivery
of mathematics and extending children's learning and thinking through consistent high-
quality interactions.
Overall, leadership is effective and supports positive outcomes for children and families.
Decisions made focus on the best interests of all children, especially those who are
disadvantaged, known to social care or face learning barriers. Leaders follow up promptly
when children do not attend as expected, strengthening safeguarding and family support.
They create a culture of inclusion, where every child is valued and enabled to take part so
that all children reach their potential.

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
What it's like to be a child at this setting
Children arrive at nursery with big smiles on their faces ready to start their day. They are
greeted by friendly staff. Children develop warm and positive relationships with their
designated key person and other staff members. This supports children to feel safe and
secure at the nursery. Staff embrace the diverse culture of the community they serve. They
share and celebrate children's beliefs, developing children's sense of belonging. Staff and
leaders have an effective understanding of the backgrounds of the children who attend. This
has led to a focus on children's communication development within the curriculum.
Staff know children well and are committed to helping them succeed. Overall, their teaching
skills effectively support children's progress and encourage problem-solving skills. For
example, staff model how to balance a plank so children can line up dinosaurs without them
falling. Independence is well promoted across all ages and abilities. Younger children are
supported to manage self-care tasks, such as pouring their own drinks and peeling fruit.
Older children take responsibility for clearing and washing their own plates. Children show
pride in contributing to the routine, and are well prepared for the expectations of school.
Children enjoy being outdoors, where they practise climbing, balancing and negotiating
space. This helps them to build coordination and physical confidence. Children strengthen
their muscles as they make large arm movements as they paint at the easel. In the mud
area, they dig for hidden insects as staff name each one, supporting their vocabulary
development and curiosity about the natural world.

Inspector:
Charmaine Cayton
About this setting
Unique reference number (URN): EY499638
Address:
Highfields Community Association
96 Melbourne Road
Leicester
LE2 0DS
Type: Childcare on non-domestic premises
Children with special educational needs and/or disabilities and those who speak English as
an additional language or have barriers to learning are well supported. Staff ensure that all
children's needs are met. They have a sound understanding of how to support and make
adaptations to ensure that all children feel welcome and included in the nursery. As a result,
all children who attend make progress from their starting points.
Next steps
Leaders should continue to strengthen the implementation of the curriculum so that all
staff consistently understand and embed its intentions particularly mathematics
Leaders should strengthen the precision of assessments so that children's next steps are
applied consistently and used to extend children's learning more effectively.
Leaders should continue to guide and coach staff, to build on their practice and ensure
that interactions with children are of a consistently high quality.
About this inspection
The inspector spoke with leaders, staff, the special educational needs and/or disabilities
coordinator and parents and carers 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.

Registration date: 15/04/2016
Registered person: Daisies Childcare Ltd
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:45 - 15:15
Local authority: Leicester
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 23 March 2026
Children numbers
Age range of children at the time of inspection
2 to 4
Total number of places
30
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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