Happy Childcare

What is it like to attend this early years setting?

Children flourish in their emotional well-being. Staff are kind and gentle when they interact with children. For instance, children show joy and delight as they relish plenty of affectionate cuddles from staff. There is a calm and tranquil atmosphere throughout the setting. All children are settled, happy and content. They are physically confident. Babies enjoy opportunities to develop their core strength and balance. For instance, they pull themselves up to a standing position, using low furniture and mobile toys as aids. Older children manoeuvre tricycles at speed with confidence. They demonstrate secure coordination as they climb steps to access slide equipment with ease. Staff are good role models for children, and they make suggestions to subtly extend children's learning. Their active participation in play offers opportunities to guide children's learning.

Staff help children to become confident communicators. Some staff are bilingual, and they use this skill to support those children who speak English as an additional language. For instance, staff communicate with children in their home languages and also repeat key words in English to extend their vocabulary. Conversations flow back and forth, and older children engage confidently in two-way discussions. They curiously ask questions and patiently wait for a response. Children listen to others' views and respond with their thoughtful contribution to discussions. Children make excellent progress in language and speech, which is supported by staff's good teaching in this area of the curriculum.

What does the early years setting do well and what does it need to do better?

• Leaders have shown relentless commitment to improve the quality of service the setting provides. A newly formed senior leadership team has taken quick and decisive action to address the weaknesses identified at the last inspection. Leaders have systematically reviewed all policies and procedures. This has enabled them to make comprehensive improvements across all areas of practice and raise standards.
• Staff have engaged in a wealth of training since the last inspection, covering an impressive range of topics. For instance, training specifically focused on caring for babies has helped to raise staff's awareness of the unique needs for this age group. Training impacts positively on staff's practice and outcomes for children.
• Leaders are beginning to create a culture of improvement. With support from local authority quality advisers, staff evaluate their practice. Leaders also seek the views of parents and carers. They incorporate their feedback into a detailed action plan. Self-evaluation successfully helps to drive targeted improvements.
• Children enjoy healthy lifestyles. They play outside every day, exerting themselves and enjoying fresh air and exercise. Children wash their hands at key times of the day, such as before mealtimes and after playing outdoors. Staff maintain the highest standards when preparing and serving food. This helps to protect children's good health.
• Children benefit from an ambitious curriculum to support their progress. Staff use themes to focus their planning on a termly topic. These themes are often based on children's interests. This helps to engage and enthuse children. The programme for children's play is fun, which helps them to enjoy their learning.
• Staff regularly observe children and monitor their progress. They know what children can do and where they need additional support. Staff review children's progress at aged two years and share feedback with parents about their child's development. Assessment systems are simple and effective, and these help staff to support children's ongoing development.
• Children behave well. Older children resolve minor disputes themselves. Younger children learn right from wrong through clear and embedded 'playtime rules'. Staff teach children to play cooperatively. For instance, they encourage children to take turns during games. Children understand what is expected of them, and, in turn, they are cooperative and helpful.
• Staff are vigilant around safety. Leaders frequently check ratios and ensure that there are sufficient qualified staff present to care for children safely. Children play in a safe and secure space.
• Children benefit from a mix of planned and spontaneous play. However, during adult-led activities, staff do not consistently identify clear or specific learning objectives. This means that teaching is not always focused precisely on what children need to learn next.
• Leaders are highly qualified and very experienced. They supervise staff and delegate tasks to ensure the smooth running of the setting. However, leaders do not make the most of their expertise. For instance, they do not provide staff with regular feedback on their teaching to help staff understand what they do well and where they can improve further.

What the setting must and should do next

The provider should:

• enhance adult-led activities by focusing teaching more closely around what children need to learn next
• provide more regular feedback for staff on their teaching to develop their confidence and skills even further.