Happy Days Nursery and Pre-School Tunbridge Wells

Inclusion: Expected standard

Leaders with responsibility for supporting children with special educational needs and/or disabilities (SEND) have extensive experience but are new to the nursery. They are using support plans that were previously in place and adding further enhancements. Leaders and staff work very well with other professionals, such as the local authority, to help structure the support they offer. They review any support in place regularly, alongside parents and carers. Leaders make sure that parents' views are well considered. However, staff do not fully and consistently implement some of the strategies that children with SEND benefit from. This means that they may not be fully effective in providing the intended support. Staff support younger children's personal communication preferences well. For instance, staff sign with children alongside speech. They are aware of children's individual signs that they use at home.

Curriculum and teaching: Expected standard

The new leaders have quickly gained a detailed insight into the needs of the children who attend the setting. Due to the new ownership, the curriculum is in a transition period but continues to include all 7 areas of learning. Overall, staff are aware of what it is that they want children to learn while at the setting. This includes for children with special educational needs and/or disabilities (SEND). Activities are generally appropriate for children's ages and stages of development.

Babies enjoy sensory opportunities as part of their learning. For example, they explore painting using brushes and rollers as well as water play. Staff know children's capabilities and aware of what it is they want children to learn next. However, at times, staff's teaching of the curriculum varies, and children, including those with SEND, do not consistently benefit from the learning opportunities.

Staff use stories well throughout the day to extend children's communication and language skills. For example, babies enjoy age-appropriate picture books. Staff skilfully encourage interactions as babies begin to make the noises of the animals. Older children show extended concentration and focus as they choose multiple stories for staff to share with them.

Achievement: Expected standard

Children generally make progress from their individual starting points, including children with special educational needs and/or disabilities (SEND) and those with other barriers to their learning. Children learn age-appropriate independence skills. For example, babies learn to get aprons for staff to help them put on. Older children get their own jumpers or coats when needed. Children confidently complete these tasks, which help them to be ready for their next stage of learning at school.

Children enjoy choices of activities and are often drawn to those of interest. For example, they join together to explore a fishing game where they catch fish with different numbers. Older children show confidence in role modelling number recognition and enjoy practising using the net. All children show excellent patience as they wait for their turn. The areas in need of further development around teaching of the curriculum and support for children with SEND mean that children's achievement could be further supported.

Behaviour, attitudes and establishing routines: Expected standard

Children show positive attitudes towards their learning and easily engage in activities. They enjoy a range of learning opportunities on offer. Staff sensitively implement strategies for children with special educational needs and/or disabilities that benefit all children. For example, children have a clear understanding of how to use a sand timer to help to take turns of popular toys. As a result, children enjoy playing with others and show kindness towards their friends. Staff's support for children's behaviour is effective. However, there are slight variations in staff's practice, which impacts on some of these experiences that children receive. However, leaders are fully aware of how to address these so practice is more consistent across the setting.

Children and staff form suitable relationships. Staff get to know individual children well. They meet children's care needs successfully. For example, staff who work with babies sing songs to them to let them know that it is time for them to have a nappy change. Younger children receive support to sleep or have some rest time while at the setting to support their routines from home. Leaders promote children's attendance well to support children to make the most of their time at setting.

Children's welfare and wellbeing: Expected standard

In the main, leaders and staff promote all children's wellbeing and welfare well. Staff are attentive to children's emotional needs and are close by to offer a cuddle where needed.

Children thoroughly enjoy spending time outside in the setting's garden. All age groups of children have their own designated space and are able to extend themselves physically. For example, younger children learn to climb on a ramp or steps. Staff gently encourage children to consider if their choices of activities are safe. This supports children's emerging understanding of their own safety. Staff enthusiastically encourage children's movement through games, such as hide and seek or chasing games. Children giggle as they run around and catch each other and staff. As a result, children gain strength and coordination to support their overall physical development.

Staff promote effective personal hygiene routines. For example, they encourage children to wash their hands and faces after eating. Children enjoy warm cooked lunches. Staff support these times well to help children build their skills. For example, staff promote positive manners and help children to choose the correct cutlery to use. There are suitable processes to support children's individual dietary preferences and requirements.

Leadership and governance: Expected standard

The nursery has had a change of ownership since the last inspection, and there is a new leadership team in place. The new leaders are aware of the development journey that they are on and have swiftly set about identifying and taking steps to develop the nursery. This shows effective reflective practice.

Staff receive supervision sessions to support their practice. Leaders consider staff's wellbeing and workload appropriately. These areas have been recently developed by the new leaders, and, overall, staff give positive feedback about the support they receive.

There are training plans in place for staff to ensure that they receive statutory training, such as safeguarding and paediatric first aid. However, the new leaders have only been in place for a short period of time, and this has impacted on the opportunity they have to further work on some inconsistencies in staff's practice that they are aware of.

Overall, parents and carers positively feed back about the communication from staff. For example, they appreciate easy access to photos of their children's day through an app. Parents know that children enjoy healthy meals and name individual staff as being particularly important to their children. Leaders have close working relationships with other settings that children attend.