Happy Squad Childcare

Inclusion: Expected standard

Leaders and staff create an inclusive environment for children, including those with special educational needs and/or disabilities. Staff know all children well and take time to learn about the families they serve. They use observations and assessment processes to monitor the progress children make and to identify any gaps in learning. Staff adapt teaching in the moment to meet children's individual needs. Staff work in partnership with parents and carers to create individual plans to support children's next steps in learning and development. Families praise the communication from staff, stating they are caring and informative at handovers. At times, however, leaders do not act swiftly enough to remove emerging barriers to children's learning. This can delay children's access to wider specialist support. New leaders are strengthening this area, ensuring that referrals are now completed promptly and that children receive timely intervention.

Leaders are secure in their knowledge on how to use any additional funding to support children with differing needs and abilities, such as early years pupil premium. Although they do not currently have any children eligible for this, they understand how it could be used to enhance children's learning and development. For example, leaders explain they will use funding to provide additional resources or targeted support to build on children's knowledge, skills and life experiences. This shows readiness to respond effectively to the needs of disadvantaged children.

Curriculum and teaching: Expected standard

Leaders have designed a curriculum that supports children to develop knowledge and skills across all areas of learning. Staff know all children well. They use assessment information to identify next steps and plan opportunities for children to practise or learn important skills and knowledge. Staff provide varied experiences that build on children's interests and typically adapt activities, language and resources to support children with special educational needs and/or disabilities. This includes using simple language and repetition to help children who need additional support with language and communication.

Staff share books with children, add words to what children say to build their vocabulary and speak clearly so that children hear and can copy new words. Children benefit from frequent opportunities to develop their physical skills. For example, younger babies are encouraged to crawl in the garden, while older children enjoy navigating an obstacle course. Staff support children to understand and manage their emotions, helping them to feel happy, secure and ready to learn. Staff generally weave mathematical learning through the day. For example, children count in sequence as they count out their orange segments and they begin to understand the concepts of quantity and volume as they fill containers with water, describing them as 'half full' and 'empty'. Children progress well in this area of their development.

Achievement: Expected standard

Children, including those who may face barriers to their learning, make steady progress in their development from their starting points. They generally develop the knowledge, skills and confidence needed for the next stage of their learning. For example, babies make progress in their physical development, managing to build stability in their core muscles, as they go from sitting to crawling. Older children develop their imaginations. They spend time caring for dolls as they act out scenarios where they change their nappies and take them for a walk using a baby carrier. They learn to be gentle and caring as they act out these experiences.

Children are confident learners who engage positively in a range of experiences across the curriculum. They show perseverance in their play. Children become increasingly independent. Babies make determined attempts to feed themselves, while older children help to serve themselves lunch, using tongs. Children receive support to regulate their emotions and manage their feelings. This contributes positively to children's emotional wellbeing and helps them to feel safe and secure in the setting.

Behaviour, attitudes and establishing routines: Expected standard

Staff are positive role models. They offer calm and timely reminders to help children understand how to keep themselves and others safe. For example, staff remind children to use their 'walking feet' indoors to support safe movement around the nursery. This helps children to understand safe procedures. Children respond well to praise and encouragement. They show pride in their achievements and a growing awareness of how their actions affect those around them. When children display unwanted behaviour, staff respond appropriately and support them to understand expectations and make positive choices. Children generally behave well. Staff are effective in supporting children to share toys and resources appropriately for their age.

Staff get to know the children well and understand their needs and individual areas for development. Children form secure attachments with the kind and caring staff. This helps children to develop a sense of security and confidence. Staff are highly respectful in their interactions with children. For example, they ensure they ask permission before completing personal care tasks, such as nose wiping or nappy change.

Leaders promote the importance of regular attendance and punctuality. They understand how to work effectively with parents and carers to reduce barriers to attendance. For example, leaders offer flexible attendance patterns to support children's individual needs. As a result, children settle quickly and benefit fully from the learning opportunities and experiences the nursery provides.

Children's welfare and wellbeing: Expected standard

Leaders and staff generally ensure the nursery's procedures meet children's individual needs effectively. They provide healthy and nutritious meals and establish routines that promote children's understanding of healthy lifestyles. Children typically wash their hands after using the bathroom and before and after meals. They understand why positive hygiene is important. Staff sit with children during mealtimes to ensure they eat safely, while encouraging meaningful conversations about food choices and wider topics. In the main, children enjoy their mealtimes and are becoming increasingly independent. Children receive encouragement to feed themselves, pour their own water, try new foods and look at mirrors to help them wipe their faces.

Leaders work closely with parents and carers to ensure babies' individual routines are catered for so that their naps and mealtimes meet their individual needs. For example, staff communicate with parents when babies are weaning to ensure that new foods and textures meet their individual needs. Staff know about any food intolerances and take appropriate action to keep children safe. This promotes effective consistency of care between the home and nursery.

Staff make effective use of the outdoor environment to extend children's learning and promote their physical development. For example, babies access the garden several times throughout the day, providing regular opportunities to explore and be active outdoors. Staff use outdoor experiences and outings to the local park to help children develop confidence exploring different environments and support their physical wellbeing.

Leadership and governance: Expected standard

Leaders who are new to the role have developed a clear understanding of children, families and the local community. They ensure they implement the requirements of the early years foundation stage statutory framework effectively. Leaders understand the setting's strengths and areas for development. They recognise that they need further time to embed policies and practice. For example, although staff receive guidance and supervision sessions, leaders do not always identify precisely when staff would benefit from professional development to further enhance their knowledge and skills. Leaders are beginning to work closely with external professionals, ensuring that children who need additional support receive it promptly and that plans are reviewed regularly.

Staff develop warm and trusting relationships with families. They maintain regular communication through daily discussions and written feedback. This helps to ensure that information is shared consistently and that children's individual needs are well understood. Parents and carers speak positively about the support their children receive, the regular communication from staff and how this helps them to support their children's learning at home. They comment that their children are happy and settled at the nursery. Staff feel valued and enjoy working at the setting. Leaders promote staff wellbeing and take appropriate steps to ensure that workloads remain manageable.