Happy Hands Childcare

What is it like to attend this early years setting?

Children arrive happy and excited to see their friends. They are welcomed by staff who eagerly greet them with smiles. Children who are new to the setting are given the time they need to settle before staff gently encourage them to take part in the activities on offer. Children make close bonds with staff and show they feel safe and secure as they confidently move around the setting, making choices in what they would like to do.

Children have access to an extensive selection of resources. The environments are spacious and provide children with opportunities to develop their physical skills. Outdoors, children learn to manage their own risks as they climb large equipment or negotiate space as they weave in and out of tyres on tricycles.

Children show a positive attitude to learning as they busily collect autumn leaves for their 'potions'. They experiment with various utensils as they stir, scoop and bash leaves and twigs in bowls. They develop hand strength as they squirt water into flour that they mix to make a paste. Children talk openly and clearly about what they are doing. They are friendly to each other and play harmoniously.

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

• Staff have developed a curriculum that meets the needs of all the children. The special educational needs coordinator (SENCo) is effective in identifying and supporting children with special educational needs and/or disabilities (SEND). Plans are put into place quickly to ensure that children are making progress. The SENCo works well with outside agencies to provide ongoing support to staff, children and parents.
• Staff use children's interests to plan a child-led environment. They use play opportunities to hold meaningful conversations with children. For instance, as children paint, staff skilfully encourage them to name the colours they use and to talk about their picture. Children happily engage in conversation, saying, 'It's mummy's colourful dress.'
• Overall, children are engaged in their learning experiences. However, at times, younger children lose interest during adult-led group activities. Staff do not organise group sessions to use them to their full potential, to ensure all children are able to engage in the learning opportunity. For example, story times are not well planned to keep the attention of all children.
• Staff are good role models, and they encourage children to be kind, take turns and share. Generally, children's behaviour is good. However, staff are not always consistent in teaching children about the expected behaviours, such as reminding children to use manners.
• Children get to know their local community. They go on walks where they watch building work develop. They visit the family of swans at the lake, learning how to keep safe around water. Visits to the allotments give children the opportunity to learn about where food comes from. This means children develop a good understanding of their local community and the world around them.
• Children's self-care routines are excellent. Children know to select coats from named pegs and put on their wellington boots before going out to play. They enjoy the responsibility of sweeping up and setting the table for lunch. They embrace the challenge of pouring their own drinks and cutting up fruit at snack time.
• Children benefit from healthy practices. Well-planned home-cooked meals are prepared for children daily, meeting a variety of dietary needs. Children pick fruit for snack from fruit trees in the garden and excite at bringing in vegetables that they have grown at home. Children routinely know to wash their hands before mealtimes, showing an understanding of hygiene practices.
• Partnerships with parents are strong. Staff share information with parents about their children's development. They offer suggestions to parents for learning at home, so they can continue to support their child's development. Parents speak highly of staff and the caring, supportive relationships that staff have with the children.
• Managers are ambitious and have a clear focus on driving improvements within the setting. They carry out staff supervision sessions and provide feedback to staff on improvements that could be made. However, staff need further support on how to improve the planning and delivery of group activities.

What the setting must and should do next

The provider should:

• manage staff to be consistent in teaching children expected behaviours
• develop staff skills to improve the planning and delivery of group activities, taking into account children's individual interests and abilities.