Happy Kidz Day Care

What is it like to attend this early years setting?

Staff provide children with an extremely warm welcome as they arrive. They know every child well and build close and secure relationships with them. As a result, children separate from parents with ease and are excited to start their day. They quickly choose the activities they would like to play with and are eager to engage and have fun as they learn. Staff implement a curriculum that is wholly child centred and based on children's individual interests and needs.

Staff are adept at helping children to manage their behaviour and understand their emotions. They talk to children calmly and encourage them to consider the impact that their actions have on others. When children become upset because they want a toy another child has, staff remind them about taking turns and sharing. Staff treat children with respect and initiate good manners as they remind them to say please and thank you. Consequently, children's behaviour across the setting is good. All children, including those with special educational need and/or disabilities (SEND), make the best progress they are capable of from their individual starting points. Staff recognise where children are in their learning and adapt activities to ensure that every child learns at their own pace and in a way that suits their individual learning style.

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

• The setting benefits from a cohesive and knowledgeable management team. They work well together and provide each other with support. They are forward thinking and continually strive to make changes that will enhance the provision for the children who attend. The management team has a good overview of what they want children to learn. They are knowledgeable about the local area and the impact that COVID-19 has had on children's development, in particular their social and communication skills.
• Staff receive regular supervision meetings and team meetings to discuss any concerns and review changes. In addition, staff benefit from away days, such as a yoga retreat, and treat Friday to support their well-being. The management team recognise and work to staff's strengths and are mindful of their workload. Staff have access to an online training app to further their professional development. However, there are times when quieter and less confident staff lack the skills needed to support children fully when more experienced staff are away from the room.
• Children with SEND are afforded the utmost care and learning, and this is a real strength of this setting. The special educational needs coordinator is inspirational in her approach to these children, and her passion for providing them with the very best support is evident. Staff mirror this passion and dedication. They successfully implement a range of strategies and resources, such as quiet time in sensory areas and one-to-one support. They recognise that achievements may be small but, as with all children who attend, these are celebrated with gusto and excitement.
• There is a clear focus throughout the setting on children's communication and language. Staff initiate conversations and children are confident to talk to visitors and share what they are doing. Staff use a screening tool to help them swiftly identify any gaps in communication. They liaise with other professionals to ensure children receive any additional support they may need. However, there are times when staff speak quickly to the children and do not give them the time they need to process their thoughts and respond.
• Staff support children's increasing independence. Older children begin to take responsibility for their own care needs. They help to tidy away the toys when they have finished playing with them and can put on their own coats before playing outside. However, younger children's independence is not supported as well as it could be, especially at snack time. Staff are often too quick to do things for children that they are capable of doing themselves.
• Children are becoming curious and motivated learners. Staff provide them with opportunities to investigate and problem solve for themselves. They encourage children to persevere with small tasks, such as finding which screwdriver fits the screw they are trying to loosen. Staff provide clear expectations to children to further their knowledge. For example, they show children the plus and minus signs on a battery and how it fits into a toy to make it work.
• Staff build very positive relationships with parents. They are aware of home circumstances and endeavour to provide appropriate help and support. Staff share information with parents about their child and how they can continue to support them at home. Parents speak highly of the setting and say that their children have made progress since attending.

What the setting must and should do next

The provider should:

• provide staff with more access to professional development opportunities that help to improve their knowledge and confidence
• help staff to recognise when to give children more time to process their thoughts and respond to questions
• provide younger children with more opportunities to develop their independence and do things for themselves.