Happy Days Nursery Southam

What is it like to attend this early years setting?

Children arrive happily at the nursery. They are greeted with warmth by welcoming staff. Children form close relationships with staff who are kind and attentive towards them. They seek comfort when needed from familiar staff who give them lots of smiles and cuddles. The staff know these children very well. They adapt the play environment and their teaching during interactions to meet all children's needs, including children with special educational needs and/or disabilities. For example, all children are encouraged to make autumn crowns and select from the variety of leaves they collected earlier in the day. Staff carefully consider the support that some children need to spread the glue, while children excitedly choose their leaves and where to stick them down.

Children behave well. This is because staff model respectful behaviours with their colleagues and in their interactions with children. All children respond well to staff's gentle reminders to be kind to each other and to use good manners. The oldest children know how to take turns during play with their peers. They routinely use their good manners to say 'please' and 'thank you'. In general, children gain the skills and knowledge they need to prepare them for the next stages in their learning and the eventual move on to school.

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

• The curriculum is well-designed throughout the nursery to ensure that children continually progress, building on what they already know and can do. Staff use the information they gather from parents when children first start to decide what children are ready to learn next. They use regular observation to help inform their plans for their teaching and the learning experiences for children to engage in. As a result, children make consistent progress from their starting points.
• The promotion of communication and language is a strength in this nursery. Staff use their knowledge and skills to pose questions to children, enabling them to think and respond with their ideas. For example, toddlers and older children engage well and confidently describe what they see in the pictures of a story. The youngest children build on their vocabulary and understanding of new action words as staff use and repeat these words for children to hear during play.
• Babies have great fun and build on their knowledge and physical skills during play. For example, they explore the texture of oats with their fingers and follow the actions that staff demonstrate when they say and repeat the word 'sprinkle'. Others stir and scoop the oats by using a spoon or using a shaking action along with staff to shake out coloured glitter to add to the oats.
• In general, independence is promoted well. Toddlers learn to dress in their coats and boots and manage their personal care routines. Older children master how to fasten their zips and tidy away toys successfully. That said, the opportunities to further develop their skills at mealtimes are not consistent with what children are capable of, particularly in learning to manage the use of cutlery.
• Children enjoy their time outdoors. They have fun running about and chasing each other among the leaves. Children explore nature and work together to roll away a heavy log. They are keen to talk with staff about what they find. Children talk about the differences in the colours and shapes of the leaves they collect for a later activity. Pre-school children arrange to take turns with their peers to use the equipment.
• Leaders ensure that staff receive the training, support and guidance they need to continue their professional development. For example, staff speak enthusiastically about the ongoing simple signing they are all learning. This supports their communication with the youngest children and children who need additional support with their communication.
• Parents speak positively about the nursery and the staff. They say their children are happy and comment that they are pleased with their learning progress. Parents say they are informed when children achieve, although they say they would like to know more about what their children will be learning next.

What the setting must and should do next

The provider should:

• increase the support for children to further develop their independence, particularly at mealtimes
• strengthen the information provided to parents so that they are prepared with what their child is ready to learn next to better enable them to also support this learning at home.