Happy Hours Private Day Nursery

What is it like to attend this early years setting?

Children arrive happy and confident in this welcoming setting. Children separate well from their parents. They are greeted by kind, attentive staff who know them and their families well. As a result, children settle quickly and feel safe and secure. Parents comment that they receive good feedback from staff. They say that their children's development is well supported, in particular their speech and language development.

Children behave well. Staff have high expectations of children's behaviour and attitudes towards each other. They are taught to share and take turns during play. For example, when two children want the same toy, staff consistently explain that it will be their turn next. These are important qualities needed for the next stage in their development.

There is clear focus on children using messy play to enhance their learning. For example, older children explore jelly. They work together to fill containers, while staff introduce new language such as 'squishy' and 'squelchy'. Babies use cornflour gloop to stimulate touch and all the senses.

Staff support children's mathematical development well. Older children learn to recognise and talk about simple 2D shapes. They use language to describe the different shapes. Staff challenge the most-able children's learning by introducing more complex shapes, such as an octagon and hexagon.

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

• Parents speak positively about the setting. They report that their children make good progress, including those with special educational needs and/or disabilities (SEND). Staff provide parents with information about children's progress. They celebrate what children have achieved within the setting. However, the arrangements for supporting parents to extend children's learning at home are not yet embedded. This does not promote consistency in children's learning.
• The manager has a clear vision for the setting's curriculum intent. She shows passion for ensuring all children are supported in making good progress. The manager and staff plan a curriculum that includes meaningful experiences. This covers all areas of learning and development. As a result, all children, including those with SEND, make good progress.
• The manager is proactive in ensuring that staff knowledge and understanding is up to date. This is evaluated through training and supervision. For example, she recognises that less-experienced staff require further training to develop their knowledge and understanding. As a result, she ensures more-experienced staff are deployed effectively to support the less-experienced staff. This helps develop the confidence of staff and helps to establish good working relationships.
• The nominated person failed to notify Ofsted of a change in manager. However, they accept that this was an oversight, and all other aspects of leadership and management are good.
• Staff gather evidence to get clear starting points for children's learning. This allows for staff to plan and build on what children already know. Staff can then identify any gaps in children's learning. This prepares children for the next step in their development.
• Staff support children well to understand their own emotions. Children learn to respect each other and listen to what others have to say. This includes using storybooks relating to feelings. This supports children to hear the language of emotions. The children are praised when they are kind to their friends. This helps children to regulate their emotions and understand how others feel.
• Children benefit from opportunities for fresh air and to develop their physical skills. They use the outdoors space to run around, use wheeled toys and explore the mud kitchen. However, staff do not plan the outdoor areas as well as possible to fully promote children's engagement in learning. This particularly hinders the development of children who prefer to learn outdoors.
• Children learn about cultural differences and diversity. They have opportunities to share their differences during activities planned by the staff. For example, groups of children discuss 'who is special to them'. They describe what colour hair, skin and eyes they have. This expands their knowledge of diversity and the wider community.

What the setting must and should do next

The provider should:

• implement the outdoor curriculum more consistently to further support children who prefer to learn outdoors
• share ideas with parents to help extend children's learning at home.