Happy Faces Pre-school (LAMPH)

Inclusion: Needs attention

The provider has not ensured that staff consistently complete progress checks for children aged between 2 and 3 years. This gap means that some children's emerging needs are not identified early enough. This affects how confidently staff can plan and deliver support. As a result, staff are not yet supporting all children as consistently as they could across the setting.

Staff gather information from parents when children first start and use regular observations to monitor development. They use a language screening tool to identify gaps in children's communication and introduce strategies to support them. For example, staff have begun to use Makaton sign language during routines and play so that children understand what is being communicated and can take part more confidently.

Staff adapt activities to reflect children's learning styles. When they notice that children enjoy transporting resources, they provide bowls and containers so that children can move water between the water and sand trays. These adjustments help children remain focused and engaged.

Leaders use additional funding to meet children's needs. Staff have attended training to develop their skills in supporting speech and language; in addition, leaders have provided sensory resources to enhance learning. Leaders are strengthening partnerships with parents and professionals, including where children are known or previously known to social care. This helps ensure that important information is shared appropriately so that support is more closely linked to children's needs.

Curriculum and teaching: Expected standard

Leaders have designed a curriculum that reflects children's needs and interests, with purposeful use of the outdoor environment, where children can choose where to play. Staff understand how young children learn and plan meaningful experiences that build securely on what children already know and can do.

Staff model precise mathematical language outdoors, introducing ideas related to capacity and measurement. They talk about filling containers to specific amounts, which helps children hear and use mathematical vocabulary in context.

Staff place a strong emphasis on language during story time. They introduce words such as 'author' and draw attention to initial sounds, demonstrating how to explore books and encouraging children to engage with stories.

Interactions are warm and attentive. Staff know when to step back so that children can explore freely and when to offer guidance to extend play. They narrate children's actions and introduce new vocabulary, ensuring that language is woven throughout the day.

The curriculum is inclusive and adapted thoughtfully. Staff consider children's different starting points, stages of development and additional needs when planning activities and making adjustments. Leaders promote opportunities for learning beyond the setting, such as offering a weekly book swap to support families in sharing books at home.

Achievement: Expected standard

Typically, children achieve well from their individual starting points, particularly in their early mathematical understanding. They explore concepts such as volume as they pour water through different containers, observing how the water flows and changes. Staff model language throughout these experiences, supporting children's communication and helping them develop the vocabulary they need to express their ideas.

Children's progress in communication and language is supported through daily interactions, storytelling and consistent modelling of new words. This helps children, including those who are disadvantaged, those who have special educational needs and/or disabilities or those who are known or previously known to social care, to strengthen their understanding and ability to communicate.

Children become increasingly independent in managing age-appropriate self-care routines. They hang up their coats and help to set up snack, demonstrating physical control and a growing sense of responsibility. They work together to prepare plates and cups, and respond well to routines that encourage them to look after their belongings.

Behaviour, attitudes and establishing routines: Expected standard

Children show care and consideration towards others. Staff model positive behaviour and help children understand the needs of their peers, which supports respectful and inclusive relationships. Clear boundaries are reinforced consistently, and staff use positive praise to help children learn what is expected. As a result, children behave well and develop an increasing awareness of how their actions affect others.

Children form warm attachments with staff, invite them into play and seek comfort when they need reassurance, helping them feel safe and settled.

Children are familiar with the routines of the day. They respond well when staff ring the bell to give a 5-minute warning before moving to a new activity, which helps them bring their play to a satisfactory end. Children generally follow instructions well, such as tidying away resources when asked.

Staff plan activities that capture children's interests and help them remain engaged in play for extended periods. Indoors, children practise balance and coordination using the spinning apparatus. They learn to take turns and wait patiently, showing that they understand boundaries and expectations. These experiences help build both their confidence and their positive attitudes to learning. Leaders promote the importance of attendance, supporting children to build the secure routines needed for regular participation in learning.

Children's welfare and wellbeing: Expected standard

Warm, secure relationships are evident throughout the setting. Staff know children well and respond sensitively to their needs, helping them feel emotionally secure. This includes children who are disadvantaged, children who have special educational needs and/or disabilities or children who are known or previously known to children's social care, who benefit from the consistent reassurance provided by familiar adults.

The environment is thoughtfully organised so that children can choose resources and move confidently between activities. Staff are attentive to children's cues. They recognise when to let children explore freely and when to offer guidance, helping them develop confidence in their own abilities.

Children are supported to develop independence in caring for themselves. They hang up their belongings, help set up snack and prepare simple foods, such as buttering crackers, with encouragement from staff. They pour their own drinks and scrape their plates when finished, learning routines that promote healthy habits.

Daily routines contribute positively to children's sense of security. Children know what to expect, including getting ready for outdoor play and responding to reminders to bring their play to an end. They enjoy taking on responsibilities, such as cleaning tables and setting out plates for snack, which helps them feel valued and part of the group.

Children's emotional wellbeing is supported well. They show pride in achievements, such as completing their bug checklists. Staff use positive praise to acknowledge kindness and helpfulness, reinforcing children's self-esteem and encouraging thoughtful behaviour.

Leadership and governance: Needs attention

The provider has not ensured that all progress checks are completed for children aged between 2 and 3 years. This is a breach of requirements and limits the routine sharing of key developmental information with parents.

The new leadership team has acted quickly to understand the setting's strengths and the areas that require improvement. Since taking on their roles, leaders have made rapid progress in reviewing routines and the learning environment so that practice becomes more consistent. Leaders ensure that all required suitability checks are completed before new adults begin working with children. Staff complete safeguarding training and work with other professionals, helping to promote children's safety and welfare.

Staff describe a positive environment where they feel well supported and clear about expectations. Leaders are mindful of the additional workload and training required and consider how changes affect staff. Parents say that the new management team has had a positive impact, and leaders remain committed to continuing to strengthen the curriculum and care so that all children, including those who need additional help, benefit from more consistent provision. These experiences help children build the confidence, social skills and independence they need for their next stage of learning.