Happy Days Nursery Ltd

What is it like to attend this early years setting?

Children are friendly, curious and confident learners at this inclusive setting. They form strong attachments to staff, who are very caring. Staff support children to settle quickly into play, and to feel secure. Children's work is continually added to classroom display boards, and referred to by children. This supports their sense of pride and well-being.

Staff encourage children to make choices during play, and they plan activities in line with children's current interests and development needs. Children explore the resources on offer with ease and confidence. They enjoy pouring food essences into a tray and cutting open lemons to explore the different smells. They describe the smells and give their opinions on whether they like them or not. Children with special educational needs and/or disabilities (SEND) are particularly well considered by the highly knowledgeable staff, who have a clear understanding of their individual needs. Staff actively develop their skills in this area, and attend additional specialist training to ensure they are able to provide targeted support for children with SEND.

Children are well behaved and polite. They help each other and use good manners throughout the day. Staff are wonderful role models to the children and treat them with respect. They help children to understand how to take turns and share resources. Any disputes are quickly and calmly resolved by staff.

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

• Leaders have carefully designed the curriculum to meet children's interests. Staff plan appealing activities relating to children's interests and individual needs. There is a key focus on developing children's confidence and independence. Children choose from a wide range of resources and confidently express their preferences. This supports children to develop decision-making skills.
• Children with SEND are supported well by leaders and staff. Leaders are alert to these children's emerging needs and make timely referrals to relevant agencies, such as speech and language therapists. Children have development plans that include strategies given by other professionals. For example, staff use simple sign language and a pictorial aid system to improve children's communication skills. This helps to address any gaps in their development.
• Additional funding for children with SEND and disadvantaged children is used effectively to support them to have a broad range of experiences. For example, staff arrange for a sports coach to deliver regular sessions to the children. As a result, this encourages children to exercise and increases their awareness of a healthy lifestyle.
• Staff skilfully support children to become confident communicators. They interact very well with the children and welcome their contributions. Staff enhance and extend children's thinking skills through discussions and questions. For example, with younger children, staff talk about the way yoghurt feels in their hands. Older children find the hidden toy animals, and talk to the staff about why they like or dislike the animals. However, mathematical concepts are not as well embedded in planning. As a result, children do not consistently practise their mathematical skills as they play and learn together.
• Staff know the children well. They fully understand the care and medical needs of the children. Staff are able to identify what children know and can do, and support them to strengthen their understanding, However, some staff are not confidently able to plan for specific needs in children's next steps in learning.
• All children attending the setting are valued as unique. Leaders and staff acknowledge many faiths, cultures and traditions. For example, parents are invited to explain how they celebrate their religious occasions and share traditional food from different cultures. These experiences help children to gain a better understanding and awareness of life in modern Britain.
• Relationships with parents are strong and trusted. Staff ensure that parents are fully informed about their children's day. As well as this, they share information about children's ongoing progress through an online app. This partnership promotes children's continuity of care and development.
• Leaders create a positive culture of teamwork. Staff say that they receive high levels of support in their roles and feel valued. Staff take up professional development opportunities, which they share with colleagues. Leaders seek out additional training courses that are focused on the specific needs of staff.

What the setting must and should do next

The provider should:

• strengthen staff's knowledge of how to plan for mathematics more effectively, to fully support children's learning
• support all staff to plan more precisely for children's individual next steps, to help them make the best possible progress.