Happy Days Preschool Oatlands

What is it like to attend this early years setting?

Children arrive excited for their day in this welcoming setting. They happily greet their friends and choose from a range of activities that promote different areas of learning. For example, a group of children play with small-world toys, extending an activity from the previous day about travel and building on their knowledge and understanding of the world. Children behave well and confidently explore activities independently.

Staff create a safe and secure environment for the children to explore. Children benefit from an extremely well-resourced and inviting environment. Children develop positive relationships with staff and are enthusiastic in their play and learning. Children respond well to praise they receive from staff for their achievements.

All staff have ambitious expectations for all children. Children with special educational needs and/or disabilities are supported well. Staff assess what children know and what they need to learn next. Children listen well to instructions and enjoy taking part in group carpet times, where they discuss the weather and what they will be doing during the day. This helps to support children's communication and language skills. They are encouraged to take turns speaking and to listen when it is their friends turn to talk.

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

• The manager has regular supervision meetings with the staff to assess their needs and to evaluate the setting. This ensures everyone has input into how the setting is run and training needs are identified. They work together to create high-quality care and learning in an inclusive environment.
• Parents speak very highly of the preschool. They praise the nurturing staff and the support that the children are given. They comment that children's confidence has grown since they have been attending the setting. The excellent communication they receive keeps them informed about what the children are doing and their achievements.
• During play, staff engage with children to help them build relationships with each other and understand how to take turns and share. This supports children to engage well in play. They confidently seek out their friends and excitedly show them what they are doing and share their experiences.
• Children's literacy is supported well. Staff add labels, words and written questions around the children's areas. Staff use these during play to help the children understand about the written word.
• Children's mathematical skills and their personal, social and emotional development are supported through activities, such as making play dough. Staff help children to measure ingredients using weighing scales. They take turns mixing and, supported by staff, decide as a group what colour to add. Children's hands and fingers are strengthened ready for writing as they manipulate the dough.
• Staff promote a healthy lifestyle by providing fruit for snack time and advising parents on healthy options for packed lunches. Children spend time each day in the outdoor area. There is an area for physical activities indoors. Younger children can play on a small climbing frame, a slide and hoops are set out for children to throw bean bags into.
• Staff offer some encouragement for children to be independent and make their own choices. Children wipe their noses and put on their coats and wellies with help if needed. However, at times, staff complete tasks for children without considering how these could further develop children's independence.
• Staff recognise when children may be in need of additional support. They work closely with parents and know the process of how to make a referral. This ensures that children get the help and support that they need quickly. Staff work with other agencies to help children and their families get the support they need in place in the quickest possible time.
• Overall, staff adapt activities for different ages. For example, games, such as picture matching, can be adapted for older children to hear the sounds that words make. However, at times staff do not fully challenge older children to achieve at a higher level.

What the setting must and should do next

The provider should:

• support staff to recognise when to allow children to extend their independence skills
• monitor the implementation of the curriculum for the older children to make sure it provides additional challenges