Happy Days Pre-School

What is it like to attend this early years setting?

Children are confident and feel secure in the nurturing environment that staff provide. Staff support this by enthusiastically engaging in conversations about children's experiences outside of the setting. For example, when taking part in a planting activity, staff talk about the different foods that children eat at home. Children behave well. Staff support this by reinforcing the settings rules. They talk to children about using their 'kind hands'. Children learn to respect and care for others. For example, staff explain to children that everybody is important.

The setting has a focus on supporting children to develop their mathematical awareness. Staff use words such as big and small when children play with animals in the water tray. This develops children's awareness of mathematical concepts. All children are supported to make progress within their development. Staff differentiate and adapt activities for each child's ability. For example. during a mathematical matching game, staff challenge children who are already familiar with some numbers. This ensures that all children make progress.

Children have opportunities to learn about textures. When playing with play dough, staff introduce words and explain these. Staff use language, such as 'smooth' and 'bumpy'. This supports children to develop their vocabulary.

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

• Children enjoy looking at the pictures in books and speaking about what they see. Together staff and children identify different animals and talk about the different colours in the story books. This encourages children to develop their conversational skills and supports them to develop their language skills. The setting operates a lending library which encourages children to develop a love for reading.
• Staff introduce activities to children. Before taking part in a planting activity, staff show children the selection of seeds that are available for them to use. Staff also talk to children about the impact that exercise has on their bodies. For example, before taking part in a physical activity, staff explain to children that their heart will beat faster, as they move their body.
• Children develop their physical skills both indoors and outdoors. They move their bodies in different ways as they complete 'superhero training'. This is a physical activity themed around superheroes. Children show enjoyment as they complete moves such as the 'spider man climb'. In the garden staff focus on improving children's balancing skills. Children take turns on the balancing equipment. They enjoy learning to move in different ways.
• Overall, children do have some opportunities to develop their independent skills. However, on some occasions staff complete tasks for them. For example, staff roll children's sleeves up for them, when they join a water play activity.
• Although children have opportunities to participate in a wide range of activities. On some occasions the noise level in the setting is extremely high. This means that children struggle to hear. As a result they do not fully engage in some of the activities provided.
• Children behave well and have a positive attitude to learning. They enjoy spending time learning about different animals. For example, they explore spiders and orangutans when playing in the water tray. They enjoy looking at butterflies and identify the different colours on them. In the garden children spend time looking for snails. They use magnifying pots to explore the snails further. This develops children's awareness of the natural world around them.
• Leaders support staff to improve and develop their practice. They can identify training needs and provide opportunities for staff to develop. Staff and leaders speak favourably about the positive impact that recent training has had on practice. Staff feel supported within their roles and appreciate the learning opportunities that are available for them. Leaders focus on staff's wellbeing within the setting.
• Parents express how their children are happy within the setting. They explain how children spend time talking about their experiences and their friends. Parents feel reassured that children are confident and settled.
• The special educational needs and/or coordinator (SENDCo), has developed supportive strategies to ensure that all children are given the opportunity to progress within their development.

What the setting must and should do next

The provider should:

• strengthen staff's understanding, to support children to further develop their independent skills
• look at ways to reduce the noise level within the environment, to enable children to better understand and engage within activities.