Happy Days Club and Nursery School Ltd

What is it like to attend this early years setting?

Children are warmly welcomed into this caring setting by the extremely kind and friendly staff. This helps children to develop a strong sense of belonging. Children separate from their parents and carers well. They quickly settle into a range of exciting and stimulating activities. Older children use little wooden people for self-registration. They happily place them into the wooden house to show they are in. Staff support children to feel safe and secure. This helps children to build strong bonds with adults.

Children are supported well to develop good communication and language skills. They talk confidently to their peers and staff while playing with chosen activities. For example, children eagerly tell each other the names of their favourite dinosaur. Staff use this activity as an opportunity to model and extend children's vocabulary by introducing new words, such as 'predators'. Children enjoy listening to stories and enthusiastically dance and sing songs. This helps to support their creativity.

Children learn about the world around them. They tentatively care for the nursery's pet tortoise called Sheldon. They stroke his shell and watch him move around his pen. Staff teach children to grow vegetables and flowers. Children pick herbs from the garden and sprinkle them on top of their pretend pizzas in the mud kitchen. This supports them to learn about healthy food. Children are highly motivated to learn and explore all areas of the nursery.

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

• The knowledgeable and passionate manager plans an ambitious and well-sequenced curriculum with the staff. This is based on what they want children to learn during their time in the nursery. Staff implement the curriculum well across all ages. They build on children's skills and knowledge over time. This helps children to make rapid progress across all areas of learning and development.
• Children show great independence as they carry out tasks and select resources. For example, after snack, younger children learn to scrape their plates into the bin. Older children develop a 'can-do' attitude as they operate a tap in the garden to fill their dumper truck with water. Children delight as they succeed in these tasks. This helps them to build their confidence and be proud of their achievements.
• Partnership with parents is a real strength of the nursery. Parents are extremely happy with the care provided and feel very well informed about their children's progress. They comment that the nursery 'is the most wonderful place for every child' and praise the fabulous staff. Leaders and staff offer parents advice and support on a range of topics, such as sleep and healthy eating. This helps to support children's continuity of care.
• Children have many opportunities to develop their physical skills. They happily run, climb and pedal bicycles in the outdoor area. This helps to strengthen their large muscles. Children practise their small-muscle skills through a range of activities. For example, older children cut up oranges and use a pestle and mortar to squeeze the juice out.
• Staff have high expectations of children's behaviour. They support children to develop the language needed to express their feelings. Children are familiar with 'The Colour Monster' story and are encouraged to use the colours to express how they are feeling. This helps to build their emotional literacy.
• Children are beginning to develop their sense of boundaries. Staff support children who are upset to help regulate their emotions and express their needs. However, older children do not always consider how their actions affect others. This means that, at times, children conflict with each other during play.
• The manager conducts regular staff supervision to monitor performance and staff well-being. Staff feel very supported in their role and have many opportunities to develop their knowledge and skills. The experienced manager delivers an array of training sessions on various topics, such as developing the curriculum and supporting children's emotions. Staff are very enthusiastic about their role and work together as a team to support each other and the needs of the children.
• Transitions to the local primary school are seamless. Children have many opportunities to visit the school and spend time with their new teacher. Staff support children to develop the skills they need for school. For example, children practise using trays to carry their lunch. Opportunities like this help to support children to be prepared for their next stage of learning.

What the setting must and should do next

The provider should:

• build on the support staff give to children to help them regulate their behaviour and emotions during play with others.