Happy Todds Clubhouse

Inclusion: Expected standard

Leaders identify where children may need extra support in their learning. Staff implement strategies to support children who may have barriers to their learning to make progress towards their individual learning targets. For example, staff use visual strategies such as pictures and symbols to help children understand their daily routine. This helps children to transition between different parts of the day. Staff communicate with parents about gaps in children's learning and the strategies they are using to support them. This helps parents to use these strategies with their children at home.

Leaders and staff have attended training to improve their knowledge and understanding of how to support children with special educational needs and/or disabilities. Leaders review the impact of the support that staff are providing. They work with staff to consider how to support children in achieving their individual learning targets and to adapt strategies and interventions where necessary.

Staff support children who speak English as an additional language well. For instance, they use visual prompts, familiar songs, and books to support children in developing their communication and language.

Leaders work closely with external professionals, including the local authority, to ensure that children receive additional support when needed. They understand how to use early years pupil premium funding to support disadvantaged children.

Curriculum and teaching: Expected standard

Leaders have worked hard to improve the quality of the curriculum for the children. They have attended leadership and child development training, which has supported them to improve the programme of learning for the children.

Leaders carefully consider how to support children to progress well in their physical skills. They consider how to use the local area to support children's development, such as using the local playground and playing fields for children to run and explore. Staff support children in developing their hand-eye coordination as they dig in the soil looking for insects or stir food in the toy kitchen. Staff help children to develop their personal, social and emotional skills. For example, they support children to play with their peers. They model to children how to take turns and support them to have two-way conversations with their peers. Staff support children to develop their communication and language skills well. They get down to the children's level and talk to them about what they are playing. Staff make effective use of songs and stories throughout the day. They support children to develop their understanding of mathematical concepts by using language such as taller and shorter as they build towers with children.

Staff understand their key children's progress and some next steps in their development. Staff plan learning opportunities to support children's progress. However, on occasion, staff do not demonstrate an accurate understanding of ages and stages of development during their interactions with children. For example, they try to prevent babies from knocking down bricks rather than understanding that this is part of children's development and incorporating learning into it. On these occasions, this does not support children's progress.

Achievement: Expected standard

Children are well prepared for the next stage of learning, such as school. They develop important skills such as how to interact with their peers and build relationships. Children play well alongside their friends and use their imagination to extend their play together. For example, children cook in the toy kitchen. They then decide to lay out a blanket to serve their pretend food to their peers for an imaginary picnic. Children develop their attention and focus well. They learn to observe what is around them and to explore using their senses. For example, they discuss the sound and appearance of an aeroplane flying above them.

Children, including those with barriers to their learning, progress well in their communication and language development. They develop a love of books and use words that they have learned in books during their play.

Behaviour, attitudes and establishing routines: Needs attention

Staff do not consistently support children's behaviour appropriately. Occasionally, they lift children up and move them, without explaining this to them. In addition, staff do not always demonstrate an understanding of age-appropriate behaviour and how to support this. For example, they say things like, 'We play nicely,' when babies stand in a tray. This does not help children learn how they should behave. Staff do offer praise to children, which supports children to feel happy, safe and secure. For example, staff praise children for waiting for their snack, and the children respond with smiles.

Staff implement secure routines, and children understand them well. Staff use singing and visual tools, such as a sand timer, to support children in understanding and following the routines of the setting. For example, staff sing songs to help children understand when it is time to tidy up or wash their hands. Children understand these parts of the daily routine and participate in them well.

Leaders work with families to promote the importance of coming to nursery regularly and on time. They set clear expectations for when children should arrive. Leaders understand the need to follow up with the appropriate agencies if there are concerns about children's attendance.

Children's welfare and wellbeing: Expected standard

Staff ensure that children's individual needs are met. They have implemented secure routines for sleeping and eating. Staff work with parents to support children during toilet training. They discuss strategies with parents, and if children are finding this more challenging, these can be implemented at home and nursery. Children have a good understanding of the sleep-time routine and settle to sleep calmly at nap time. Staff support children's understanding of their emotions well. For example, they discuss how characters in books are feeling and encourage children to talk about their own emotions during circle time. Staff support children to learn how to lead a healthy lifestyle. They provide children with a variety of healthy foods and make mealtimes an enjoyable experience for the children. Children have regular access to the outdoors, and staff carefully consider how to ensure they are physically active. Staff form secure relationships with the children in their care. They speak to children in calm, warm tones. Children feel comfortable and safe with the staff. They approach them for comfort or to share their ideas throughout the day. Staff support children to understand how to stay safe. For example, they explain to them the importance of sitting down at the table when they eat.

Staff support children in developing their independence skills effectively. For instance, children learn to serve themselves lunch and use cutlery to eat it. They hang up their coats and take off their shoes. Developing independence skills such as these helps children prepare well for the next stage of their learning, such as school.

Leadership and governance: Expected standard

Leaders have children at the centre of their decision-making. They have worked hard to make improvements since the last inspection. Leaders and staff have improved their systems for supervising children, particularly outdoors. Leaders now carefully consider how to deploy staff so that children are well supervised at all times. Leaders have reviewed and improved the environment for children. They have redesigned the outdoor area to make it easier for staff to supervise children effectively. Staff have developed their understanding of the importance of ongoing risk assessment so that they now identify and remove or minimise any hazards. These improvements have led to a safer environment for children.

Leaders have reviewed and improved processes to ensure safe recruitment and the ongoing suitability of staff. These improvements ensure that staff are suitable. However, on occasion, leaders do not accurately identify weaker areas of staff practice. At these times, they do not provide the targeted support needed to help staff improve in these areas.

Leaders understand the importance of supporting staff in their wellbeing. They are keen to ensure that the staff team feels well supported and that they are approachable for staff to discuss any concerns.