Happy Little Hearts Daycare

Inclusion: Strong standard

Leaders support all children extremely well and promote a highly inclusive culture across the whole setting. Knowledgeable and experienced staff value every single child. Staff accurately monitor all children's learning and development thoroughly. They take ample time to get to know children and their parents and carers well. This allows them to identify children's needs quickly so they can seek external support to put targeted measures in place. Leaders understand the importance of asking for help at the earliest opportunity, in order to best support children. They have forged excellent partnerships with external professionals. Staff invite them into the setting and value working closely with them, appreciating the strategies they provide. They accurately use these throughout the day when working with children. Consequently, children are confidently meeting their targets. Leaders support children with special educational needs and/or disabilities confidently. Staff access relevant training to enhance their knowledge and understanding of children's specific needs. As a result, they skilfully support children so they thrive and develop well in their care. Staff use additional funding appropriately to provide activities and experiences to enhance opportunities for children. For example, they purchased equipment, such as a climbing frame and bicycles, to help children to develop their physical skills and enhance their overall experience.

Curriculum and teaching: Expected standard

Leaders provide a unique curriculum which is well sequenced for all children. Staff make changes as necessary to reflect children's current interests. They ask children for their opinions on what activities they want out, to ensure the environment remains stimulating for all. Staff work closely with parents and carers to share information about their children's developments and next steps for learning. This promotes collaborative working between the setting and home.

Staff encourage children to be curious, asking them to describe the environment and what they can see. Children enjoy leading their own play and adapting activities. For instance, they decide to put dinosaurs into the space-themed tray. They laugh as dinosaurs stomp over pictures of astronauts, and encourage staff to watch. Staff find it funny and smile along with children. They ask children targeted questions, such as, 'How many astronauts can you see?' Children count them, helping to develop their mathematical skills. On occasion, however, in eagerness to teach children new concepts, staff ask questions and do not give children ample time to give a response. This does not fully support children's developing language skills.

Staff are aware of what stage of learning their key children are at and what they still want them to achieve. They observe children during their play to allow them to plan manageable targets for learning. When children meet these, staff praise children and then work with parents to set further ones. This helps to ensure that children are well prepared for the next stage in their learning.

Achievement: Expected standard

All children generally make steady progress in their development. They enjoy learning and are curious and confident in the setting. Children benefit from accurate support from staff and external professionals when needed, with targeted interventions. Children demonstrate perseverance as they balance and then walk across tyres. They smile as they receive praise, showing trusting relationships. Children use water to paint on an outside chalkboard, and they try to copy the letters in their names. They jump as the cold water splashes onto their face, before giggling and turning round to show friends. This demonstrates positive relationships.

Children are in the main beginning to develop self-help skills and an awareness of how to keep themselves healthy. They wipe their own noses and throw the tissues in the bin. Children enjoy using child-safe knives to chop their own fruit, before placing it into a bowl. They enjoy washing their own bowls up after snack, before drying their hands. This helps them to develop independence skills, in preparation for the next stage in their learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff generally have high expectations of children's behaviour. They are positive role models who clearly respect all children, as well as each other. Children have positive attitudes to learning and are keen to learn. They enjoy taking part in the range of activities on offer, both indoors and outdoors. Older children help the younger children by passing them resources that are out of reach. Staff speak to children calmly and praise them for following the behavioural expectations, such as to use 'kind hands and feet.' This allows children to receive consistent messages surrounding their behaviour.

Children show an understanding of the routines at the setting. For instance, they know they need to wait for an adult before they go into the outside area. Staff respectfully ask children if they need to go to the toilet, and praise them when successful. This helps children to become increasing independent and promotes their self-help skills. Younger children have a designated sleeping area should they need to rest and relax. This helps to promote their health and wellbeing.

Leaders typically monitor children's attendance to keep them safe. They work with families to make adaptations to children's attendance patterns when required so that children can continue to attend. For example, children can access shorter sessions or arrive at the setting later if they have had a challenging morning. This helps to break down barriers for families and promotes children's social skills.

Children's welfare and wellbeing: Expected standard

Leaders typically prioritise children's welfare and wellbeing and put all children's needs first. They have policies and risk assessments in place. Leaders review these regularly and adapt them as necessary to ensure the setting remains safe and secure. Staff know children and their families well. They know how they learn best and any barriers they could face in their learning. They generally work diligently to adapt their routine and resources as necessary to allow for all children to be able to participate. For instance, they noticed that younger children struggled to reach the water tray so they bought a new, lower one. This helps to make children feel included and valued.

Leaders generally encourage children to lead healthy lifestyles. They promote healthy lunch boxes and have high expectations to promote children to look after their bodies. They explain that children should eat their savoury food before they eat their sweet food, as it is important to eat the vitamins. Children tell staff that they have apples and mangos in their lunch boxes. They hold them up to show their friends, and say they are, 'yummy.' Children have a discussion about who packed their food today, and children listen respectfully. This demonstrates that children have trusting relationships with their friends.

Leadership and governance: Expected standard

Leaders generally have an understanding of the setting's strengths and areas for development. However, this is not yet always consistently reflected in identified priorities for improvement. Staff provide a child-led, safe and inclusive environment that caters for all children. Leaders promote staff attending training courses, to update and increase their knowledge and skills. Recent training on supporting children with special educational needs and/or disabilities is beginning to have a positive impact on children's outcomes.

Leaders hold one-to-one and team meetings with staff, which helps them to feel valued and appreciated. They also prioritise staff workload so they do not feel overloaded. This allows staff to feel supported and valued, and they enjoy their time working at the setting.

Leaders form and build secure relationships with all parents and carers. Staff give daily feedback to parents and offers support as necessary. For example, they signpost parents to local support groups. Staff work well with parents and value all children. This partnership way of working leads to best outcomes for all children.

Children are able to borrow books from the setting to share with their parents at home. This allows them to work together with staff to share children's learning. Parents are happy with the care given to their children and the communication they receive. They feel their children are well looked after by the supportive and knowledgeable staff.