Daisy Chain Pre-School

Children’s interests shape the week at Daisy Chain Pre-School in Westbury: staff build activities around the ideas children bring to their play. Based at Methodist Church Hall, it has capacity for 24 children. The emphasis is on choice, conversation and growing independence.

At its September 2023 inspection, Ofsted rated the pre-school Outstanding and found that teaching tailored to individual children helped them make substantial, lasting progress. That judgement provides a strong reason to consider it, while remaining a dated assessment of practice.

Most children start from age 3 upwards; attendance from age 2 depends on discussion with the play leader, numbers and staffing ratios. Term-time attendance can combine morning, afternoon or whole-day sessions. For families choosing a preschool experience, the learning records and opportunities to contribute to the group deserve as much attention as the timetable.

Learning and Activities

The Early Years Foundation Stage (EYFS) sets the standards for children’s learning, development and care. Here, that means purposeful play combining children’s own choices with activities led by adults, including early language, movement, number work and creativity. It is the statutory foundation for the day, rather than an extra programme.

Children choose where to play within the setting, with adults joining their activities to develop conversation, exploration and thinking. A themed activity led by an adult is also offered during the session. Weekly planning responds to interests and developmental needs, so a child’s enthusiasm can influence what happens next. Stories and songs bring children together after tidying up.

Every Child a Talker (ECAT) adds a specific tool for assessing communication. Staff use observations of listening, understanding, speech and social communication to plan the next steps. This gives language development a practical place in planning: the emphasis is on identifying what a child needs to practise, rather than simply recording whether they joined an activity.

In September 2023, a suitcase used in imaginative play prompted discussion about journeys and tickets, then opportunities to explore letters and numbers. An aeroplane overhead extended the conversation, with toy aircraft and a runway supporting further play. The example shows how adults could build several kinds of learning from an idea that began with the children.

Outdoor and Community Life

A garden gives outdoor play its own setting. In September 2023, children investigated frogs in a pond within a separated area, then used toy frogs to explore the idea of habitats. A garden kitchen also supported pretend soup-making, with recipe books introducing the idea that print can supply useful information. These were concrete ways to connect imaginative play, language and the natural world.

During spring and summer 2026, Chinese New Year activities included Dragon Dancing, while World Earth Day brought discussion about caring for the planet. World Book Day activities drew on Pete the cat and his buttons. The themes gave children starting points for movement, stories and talking about the world around them.

World Art Day in the same period involved experimenting with different painting styles. World Penguin Day prompted Polar Lands activities, and children’s interest in wedding play led staff to plan related experiences. These examples make the planning approach tangible: calendar events provide ideas, but children’s own play also helps set the direction.

Relationships and Communication

Each child has a key person who takes responsibility for helping them settle and learns about their interests, development and motivation. Settling is treated individually, with support for the family as well as the child. Parents can discuss concerns with that practitioner or the play leader, while other staff remain involved in the child’s session.

Learning journeys are individual files assembled by the key person using photographs, observations, pictures and children’s comments. Parents are encouraged to add their own contributions. This creates a shared picture of learning across home and preschool, including interests that might otherwise be missed. The records concern how a child learns as well as what they have done.

Parents and carers can stay and play, share hobbies or skills, suggest ideas and help with fundraising. Participation therefore extends beyond receiving updates. For a family that wants to be involved, there are practical ways to contribute to the children’s experiences.

Inclusion and Wellbeing

The staff structure includes a special educational needs coordinator (SENCO), and training receives support from the Wiltshire Early Years Team. Staff have training in child protection and first aid. Regular training gives staff opportunities to refresh their knowledge.

At the September 2023 inspection, Ofsted found safeguarding effective, with staff recognising signs of possible harm, understanding when to act and assessing risks. In September 2023, communication support also included picture cards shared with families and familiar words from children’s home languages. These examples show practical ways staff helped children understand and participate.

Medication requires parental consent through the medication book, and families must tell staff about changes to who will collect their child. Parents are informed about accidents or incidents during care. Such procedures give families clear responsibilities and a route for essential information to reach staff.

Sessions and Attendance

The address is Methodist Church Hall, Station Road, Westbury BA13 3JL. Daisy Chain operates during term time, with mornings from 9am to noon Monday to Friday and afternoons from noon to 3pm Monday to Thursday. Children can attend part days or stay for the whole day; Friday finishes at noon.

The choice is useful for families who want shorter preschool sessions as well as those combining the morning and afternoon. The Friday finish needs to fit the family’s weekly arrangements. Enquiries can be made through the contact form, by telephone on 07890 864347 or by email at daisychainpreschool@gmail.com.

Funding and Paid Extras

Funded childcare is offered for children aged 2, 3 and 4, including extended 30-hour provision, within the term-time model. Private attendance is also offered. The fees page sets out payment arrangements, and families should obtain a current written quotation for their chosen attendance pattern.

Fees are payable in advance or on the day, remain payable when a child is absent for any reason, and attendance depends on necessary payments being kept up to date. Payment options include bank transfer, cash, childcare vouchers and Tax-Free Childcare. The absence rule matters when comparing the cost of a regular booking, since a missed session does not remove the fee.

Parents supply packed lunches for whole-day attendance and afternoon sessions; milk or water and a snack are provided during sessions. Families must tell staff about food allergies or sensitivities, and the lunch guidance asks them to leave sweets and chocolates out of lunch boxes.

• Starting at age 2. Younger children may attend following discussion with the play leader, subject to numbers and ratios. During a visit, discuss how settling and the session routine would work for your child.
• Term-time timetable. Morning and afternoon sessions can be combined Monday to Thursday, but Friday ends at noon. Families need to match that pattern to their care arrangements across the week and during holidays.
• Booked fees during absence. Private fees remain payable if a child misses a session for any reason. Include this condition when weighing the written quotation against your expected attendance.
• Packed lunches and allergies. Afternoon and whole-day attendance require lunch from home, and families must notify staff of allergies or sensitivities. Allergy-affected families should confirm current food-handling practice before starting.

Daisy Chain suits families seeking term-time preschool attendance through morning sessions, afternoon sessions or a combination forming a whole day. Children’s choice influences planning, ECAT gives communication assessment a defined role, and Learning journeys invite parents into the account of their child’s development.

The September 2023 Outstanding judgement is a substantial strength, supported by detailed examples of responsive teaching. The practical decision centres on the session pattern, conditional admission from age 2 and the responsibility for packed lunches. For families whose week fits those arrangements, Daisy Chain merits close consideration.