Happy Kids Education Centre Ltd

Inclusion: Needs attention

Leaders and staff do not yet use inclusive strategies consistently across the setting. Staff do not always adapt their interactions and the learning environment to reflect children's individual communication and learning needs. For example, leaders have introduced visual lanyards to support children, including those who speak English as an additional language. However, very few staff use these lanyards. Consequently, children do not benefit consistently from the approaches introduced to help them communicate, understand routines and take part in learning.

Leaders understand the importance of identifying and supporting children who face barriers to learning. Managers, who are also the special educational needs coordinators, work closely with parents and carers and the local inclusion team. Children have plans that identify their needs, the support they will receive and the goals everyone is working towards, or more detailed plans if they have more complex needs, where appropriate. Managers ensure that parents contribute to these plans and that their views are considered when decisions are made about their children.

Some staff have considerable experience of supporting children with special educational needs and/or disabilities. They help colleagues to plan suitable activities and support families when needed. These arrangements provide a positive foundation for inclusive practice. However, leaders need to ensure that agreed strategies are understood and implemented consistently by the whole team before they can make a sustained difference to children's experiences and progress.

Curriculum and teaching: Needs attention

The curriculum is not yet implemented consistently across the nursery. Children have considerable freedom to choose their play, but staff do not provide enough purposeful learning alongside this. This is particularly noticeable for younger children, who have access to resources but do not consistently benefit from planned activities that reflect their interests, needs and stages of development. As a result, children's learning is not supported equally well across all areas of the early years curriculum. Staff have responded to advice to make learning more child-led. However, they have not yet achieved the right balance between independent exploration and focused support.

Staff sometimes do not consistently build on children's emerging interests. For example, during an activity where children learn about themselves, children start arranging beads into patterns. Staff do not recognise or extend this learning through questions, suggestions or additional activities.

There are some positive learning opportunities for children in the setting. Older children enjoy using mirrors to explore their faces and different expressions. Children also draw freely at the creative station and access resources, such as trains and construction toys. Some staff know their key children's next steps, and discuss children's development during weekly staff meetings. However, some staff are not always clear about how they support the next steps of children who already attend the setting. Leaders recognise that staff need further support to translate their planning and knowledge of children into consistent and purposeful interactions and learning opportunities.

Achievement: Needs attention

Not all children receive learning opportunities that fully support their progress. The consistency and effectiveness of staff interactions with children vary across the setting. At times, interactions do not extend children's thinking or respond closely enough to what individual children already know and can do. This means children are not as well prepared for the next stage of learning. This particularly affects children who require additional help to participate and learn, as support is not always purposeful or matched to the barriers they experience.

Children benefit from clear routines, which have a positive impact on children's enjoyment and engagement in learning at the setting. They receive encouragement to take responsibility for everyday tasks. Children confidently select activities and equipment that interest them from resources placed within their reach. Familiar routines also promote independence. Children know to wash their hands at appropriate times and, when preparing for outdoor play, they find their coats and shoes and attempt to put them on themselves.

Behaviour, attitudes and establishing routines: Needs attention

Leaders and staff do not establish routines consistently enough to help children understand what is expected of them throughout the day. At times, transitions lack clear direction. For example, after children collect their coats and shoes in preparation for outdoor play, some return to the playroom. They wander around because they are unsure what will happen next. During circle time, some younger children find it difficult to remain engaged and need additional support to maintain their interest.

Staff generally model kind and respectful behaviour. They remind children to listen, share and consider the needs of others. There are many warm interactions between staff and children. Parents and carers describe staff as caring, approachable and supportive. They value the positive relationships staff have established with their children. Staff encourage children to attend regularly and monitor their attendance through an online app, offering support to families when required. Leaders recognise that routines need to be strengthened so that children experience the same clear expectations throughout the setting. However, this work is not yet fully embedded in everyday practice.

Children's welfare and wellbeing: Needs attention

Staff do not consistently put their knowledge of safer eating into practice. They do not always prepare food in a way that is suitable for children's ages and stages of development or consistently remain seated with children throughout mealtimes. However, staff remain present and supervise children while they eat. Staff have recently completed safer eating training and demonstrate a clear understanding of how to support children to eat safely. Leaders have not yet ensured that staff consistently translate this knowledge into practice. Staff understand children's individual dietary requirements. However, arrangements for managing these and ensuring that food is suitable for children's individual needs are not implemented consistently.

Children form warm and trusting relationships with staff. They comfortably approach familiar adults for reassurance and support and are confident in expressing how they feel. Staff respond with affection and kindness, which helps children to feel secure and valued.

Staff implement safe sleep procedures well and always remain with sleeping children. They check on children regularly while they rest. Appropriate cots and sleeping mats are available, and each child has their own bedding. Staff have recently completed safer sleep training. They demonstrate a secure understanding of the procedures they must follow. Staff complete risk assessments each morning and continue to monitor the environment throughout the day. When a potential hazard is identified, staff respond promptly and take appropriate steps to remove or reduce the risk. This helps to maintain a safe environment for children.

Leadership and governance: Needs attention

Leadership and oversight are developing. Managers hold several key responsibilities, including designated safeguarding lead and special educational needs coordinator. They are also regularly included in the staff-to-child ratios and work directly with children. While this supports the daily running of the setting, it reduces the time available for managers to monitor practice and support staff development. Weekly team meetings take place and include an appropriate focus on safeguarding and children's welfare. However, leaders do not yet give enough attention during these meetings to the quality of education. Staff need clearer guidance about what they want children to learn and how activities and interactions should build on children's existing knowledge and identified next steps.

Formal staff supervision arrangements are not currently in place. Consequently, leaders cannot routinely review staff's individual practice, identify gaps in their knowledge or provide targeted professional development. However, leaders have recently started to focus more on staff wellbeing, including additional emotional support and opportunities to discuss workload.

Managers are committed to improving the setting and have identified several areas requiring development. They seek advice and work closely with external agencies. Managers also respond positively to professional recommendations. To strengthen the curriculum, leaders have started to make changes in staff practice, including plans for further training. However, this work remains at an early stage and is not yet consistently embedded across the team.