Happy Days Nursery Bradley Stoke

What is it like to attend this early years setting?

Children thrive in this rich learning environment, eager to learn, confident and happy. They are excited to start their day, arriving full of enthusiasm and demonstrating a strong sense of belonging. Warm, caring staff welcome them with familiar routines, creating a calm and secure environment. Staff are attentive and welcoming to children. Consequently, children build strong bonds, not just with their key person but with all staff. This helps children to feel safe and secure. The language-rich environment created by staff supports all children to acquire and use language, and they are excellent communicators. For example, staff use Makaton consistently through the day to support children's understanding and enable them to express their needs easily. They provide outstanding support to children with special educational needs and/or disabilities (SEND), who make remarkable progress from their individual starting points.

Children's behaviour is exceptional. Older children share and take turns with minimal support from staff. There is a strong focus on supporting children's emotional well-being. Staff provide exceptional opportunities to help children understand their emotions. For example, they have a variety of books and resources that prompt discussions on how they are feeling and what makes them feel happy and sad. Staff respond with respect and value children's input. Staff consistently build on and extend what children already know and can do. For example, staff plan regular, targeted, adult-led group activities. They skilfully support children to share their opinions and develop their critical thinking, and they demonstrate discussions that promote negotiation.

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

• The setting has designed a broad curriculum that is deeply embedded, ambitious and sequential. For example, staff ensure outdoor learning takes place in all weathers, from jumping in puddles to games that require turn taking. Children demonstrate great enjoyment and sustain concentration. The curriculum provides stretch and challenge for all children. As a result, children are constantly engaged and completely immersed in their learning. The setting works in partnership with families. For example, they implement a ready for school pathway. This focuses on the skills that support children for the next step in their journey.
• Staff share that they feel highly supported by the provider, with a culture of well-being promoted. For example, the setting completes regular well-being meetings before their scheduled supervision. This demonstrates how the setting prioritises the well-being of the team to ensure they feel supported in their role. The provider is committed to developing the highly experienced team even further. Relevant, tailored training and coaching for staff helps ensure children receive the best possible care and education. The provider uses observations of staff practice to provide in-the-moment coaching.
• Mealtimes are calm, well-structured and promote independence. Children choose when to eat, allowing play and learning to continue without interruption. They confidently collect their own plates and serve food. Staff use the opportunity to reinforce mathematical language, such as counting spoonfuls, discussing quantities and asking questions like, 'How many more do you need?' These everyday interactions build children's confidence with number in a meaningful context.
• Parents speak highly of the excellent support their children receive. Those with children who have additional needs describe the staff's knowledge as exceptional. Many parents say they are 'blown away' by the professionalism of the team. Staff share detailed information to help families continue learning at home, and they know the children and their families exceptionally well. As a result, all families feel welcomed and valued.
• Staff maintain strong partnerships with other early years professionals, creating effective links that significantly enhance the care and support for children with SEND. They quickly identify when a child requires additional support and act promptly by making timely referrals and implementing targeted strategies. Staff ensure that children make outstanding progress, even while awaiting external support. Every child has a personalised plan tailored to their individual needs. Staff provide consistent opportunities that reflect each child's preferred learning approach, and they ensure that all team members are equipped with the necessary tools, strategies and resources to meet those needs effectively.
• The provider is deeply committed to giving all children the best possible start in life. Staff serve as exceptional role models, consistently demonstrating kindness, respect, and positive interactions with one another. They model courteous behaviour and high standards of conduct throughout the setting. Children are actively encouraged to take turns and express their needs in ways that are appropriate for their age and stage of development. As a result, children display exemplary behaviour, showing empathy, cooperation and strong social skills.