Happitime Playgroup LTD

Inclusion: Strong standard

Leaders have established a highly inclusive culture where every child feels valued and supported. Leaders are committed to helping all children to progress and succeed, especially those who face barriers to their learning and wellbeing. Staff get to know children extremely well and work with families to understand children's needs and starting points. This helps them to identify gaps in development and barriers to learning swiftly. Staff take effective action to reduce any barriers and adapt activities so that all children can participate and benefit from them. For example, they implement communication strategies and use visual supports and sensory resources to encourage children to join in. Leaders systematically evaluate children's progress and the impact of strategies in place, with staff. These discussions ensure that everyone understands how to support each child effectively. As a result, children engage in their learning and make sustained progress.

Staff work closely with families and other professionals to ensure that children receive the support they need. They attend training to learn how to help parents and carers to improve their confidence in supporting their children's learning and play. Leaders organise relevant workshops for parents to support this further. This ensures consistency between home and the setting. Leaders ensure any additional funding is used well to reduce any barriers children may face to their learning, including offering enriching experiences and additional resources. They provide children who may benefit from attending more frequently with additional hours, for instance.

Curriculum and teaching: Expected standard

The curriculum is designed to be inclusive and reflects children's needs and interests. Activities are thoughtfully planned to ensure they are accessible to all children. Staff allow children to decide when they want to join activities. Children make choices in their play, choosing from a wide range of resources. Staff support children's communication and language skills well. They engage in purposeful conversation with children, extending their learning and asking meaningful questions. Staff introduce new vocabulary, encouraging children to think about the meaning of unfamiliar words, such as 'overboard', by looking at the pictures in their books. They adapt activities to the age and skills of all children involved. For example, staff make sure that less talkative children are encouraged to contribute to conversations.

Leaders place emphasis on personal, social and emotional development. Staff support children to understand and express their emotions, introducing words linked to feelings during everyday activities. For example, as children engage in physical activities, such as jumping off equipment, staff explain that the 'flutter in their stomach' they may feel before the jump is called 'excitement'. Children's physical skills are developed through a range of experiences, including exploring indoor climbing equipment. Children have opportunities to strengthen their core muscles and improve stamina.

Children listen to number songs. They use some mathematical language, such as 'smaller' or 'biggest', and recognise colours and shapes. However, staff do not always plan activities that focus on using numbers and develop further mathematical concepts, such as measuring and ordering.

Achievement: Expected standard

Children, particularly those with special educational needs and/or disabilities or barriers to learning, progress well across all areas of development. They acquire the skills needed for their future learning. Children are independent and show a secure sense of belonging. For example, they wash their hands without being prompted, confidently follow routines and initiate their learning, engaging in activities of their choice. While children demonstrate an understanding of some mathematical concepts, staff do not always fully teach mathematics explicitly. As a result, children have fewer opportunities to deepen their mathematical skills.

Children demonstrate appropriate communication skills. They demonstrate confidence, approaching visitors to talk about the daisies they picked up on their way to the setting, for instance. Children share ideas with their friends and staff throughout the day. They enjoy developing their motor skills as they practise their balance and coordination by walking on planks and tyres, for instance. They move confidently and navigate space skilfully, indoors and outdoors. Children play cooperatively and resolve minor disagreements with increasing independence.

Behaviour, attitudes and establishing routines: Expected standard

Children behave well and develop positive attitudes to learning. Staff are positive role models and set clear boundaries for children. They gently remind children what is expected of them, encouraging kindness and cooperation. Where unwanted behaviour arises, staff swiftly help children learn to negotiate with their friends. For example, they help children to wait and ask before taking a toy that their friend is using. Children follow instructions and approach their peers with polite requests, saying 'please' and 'thank you', for instance.

Staff build on positive behaviour and provide children with praise. Children take pride in meeting expectations. For example, at circle time, children comment that they put away toys and are showing 'good sitting'. This shows a sense of achievement and self-awareness. Staff know children well and understand their individual needs. They offer reassurance and help children to regulate their emotions. When some children struggle to join activities, staff provide alternatives, such as role-playing cooking together in the home corner. This helps children to remain engaged in learning. Leaders work with parents and carers to overcome any barriers to attendance and to support them to understand the importance of regular sessions.

Children's welfare and wellbeing: Expected standard

Leaders provide a nurturing environment, and staff form solid relationships with children, who feel valued and secure as a result. Staff and leaders typically work closely with families to get to know children and their needs well. As a result, they support children's wellbeing effectively. Responsive relationships enable children, including those who are naturally shy or have experienced challenging transitions, to settle well and engage. For example, children who were initially hesitant now join group activities and show pride in helping during routines.

Staff support children to recognise and express their emotions. They offer guidance and provide quiet areas that children access independently when they need to rest or manage their feelings. In addition, children use 'emotion cards' to help them communicate their feelings.

Children are supported to develop healthy habits. They visit a local grocery shop to buy fruit and cheese for snack. Staff talk with them about healthy choices. They explain to them which foods are best to eat frequently and which ones to have less often. Children have daily opportunities to enjoy fresh air and active play, both at the setting and in the community. They take trips to the local park, where they enjoy energetic play and forest-school activities.

Leadership and governance: Expected standard

Leaders have worked hard to evaluate provision and improve practice since the last inspection. They have engaged with local authority partners to seek support and have addressed all previous recommendations. Leaders are reflective, know their setting well and generally recognise their strengths and areas they want to develop.

Leaders are passionate about their roles and the difference they can make to the children and families they serve. They place a sharp focus on developing positive relationships with parents and carers. They work with families and other professionals to ensure all children receive the support they need. Leaders are attentive to the needs of children and families who are known, or previously known, to social care. They participate in strategy meetings and provide additional support for families, where needed. Staff are vigilant about addressing any concerns around children's needs. Leaders offer flexibility around sessions so that all children receive their funded entitlement. This particularly helps to support children who face barriers to their learning.

Staff feel valued and enjoy working at the setting. Staff value the support and advice of their colleagues and leaders. Overall, leaders support staff well and make sure their workload is manageable. They support new staff through induction, guidance and supervision. However, they do not always precisely identify when some staff would benefit from more coaching to develop their skills in teaching, for example around mathematics.