Happydayz Nursery (Northants) Ltd

Inclusion: Expected standard

Leaders identify children's needs and act with purpose to reduce barriers to their learning and wellbeing. Staff know children well. They use this knowledge to plan support that helps them to take part in all areas of the curriculum. Leaders work with a range of professionals to make sure children receive the right help at the right time. They use additional funding thoughtfully to widen children's experiences. Leaders plan activities, such as sports coaching, music sessions and trips, so that every child can join in. They use early years pupil premium funding to support targeted resources and interventions. Leaders understand the needs of children with social care involvement and work with professionals to ensure they receive consistent support.

Staff work closely with parents and carers. They share ideas and strategies that support children's learning at home and in the setting. Staff use visuals, sign language and key words well to support children with special educational needs and/or disabilities and children who speak English as an additional language. Support plans include small and achievable targets that help children make steady progress, such as turn-taking games that build early speech and positive relationships. Staff tailor activities so that each child feels included and valued. When key-person arrangements change, staff take time to build secure relationships and understand each child's needs.

Most routines are well planned, although some large-group times do not work as well as intended. These moments can be too long or lack clear structure. This makes it harder for some children to stay engaged and take part fully.

Curriculum and teaching: Expected standard

Leaders have planned a curriculum that focuses on developing the knowledge and skills children need for the next stage of their education. Staff typically teach the curriculum well. Key persons thoughtfully plan daily activities that link closely to their next steps. For example, children explore shaving foam to make marks and begin forming shapes that represent the letters in their name. However, staff's practice generally varies. They do not consistently use children's next steps in development during their play interactions to deepen their learning.

Staff support communication and language effectively. They read stories with expression, use books linked to themes and record animal noises in talking tins to help younger children learn new words. Staff introduce vocabulary such as 'hydrate' as children drink water. Children enjoy songs, and staff pause to encourage them to say familiar words. Staff ask questions that prompt children to think, such as by asking effective questions when sharing a toy pizza.

Overall, staff teach mathematics well. They introduce vocabulary, such as 'up, down' and 'more', with younger children through action songs. They use 'heavy' and 'lighter' with older children as they fill their basket in the role-play area. These experiences help children to build their early understanding. However, staff do not typically extend children's deeper grasp of number. For example, they do not consistently support children to point to objects as they count.

Achievement: Expected standard

Children are generally prepared for their next steps in learning across all areas of development. They build the skills and confidence they need to progress well from their starting points. Children develop communication and language skills through songs, stories and regular interactions with staff during their play. They speak confidently, invite friends into their play and interact thoughtfully with staff and peers. Children move with confidence and manage simple tasks independently, such as getting a tissue to wipe their nose. However, due to the organisation of larger group times, some children do not stay fully engaged. This means some children do not consistently develop the sustained attention needed for deeper learning.

Children who face barriers to learning, including those with special educational needs and/or disabilities and who speak English as an additional language, typically make steady progress because staff understand their needs and provide targeted support. Children persevere with trickier tasks, such as learning to ride balance bicycles or carefully pouring water into guttering. At the play dough table, they show control and strength as they roll dough into balls. Children press their thumbs to make holes and use tools with growing precision, drawing on skills learned through planned play dough activities.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff establish a positive culture, where children are expected to behave respectfully and show consideration for others. Staff build warm and trusting relationships with children. They act as positive role models throughout the day. Staff consistently model manners, sharing and turn-taking. For example, children willingly share play dough with their friends when they notice others have less. As a result, children are considerate towards one another and play cooperatively.

Children are engaged in their learning and behave well across the setting. Staff adapt resources and experiences effectively to maintain children's interest, such as adding pom-poms to shaving foam to engage the younger children. Children understand the rules and boundaries of the setting and respond positively to staff's guidance. Staff support children sensitively to resolve minor disagreements and help them to understand fairness and taking turns. Leaders recognise the importance of familiar routines in helping children feel safe and secure. Children confidently explain how to keep themselves safe outdoors, when using balance bicycles and climbing equipment.

Generally, daily routines are effective. However, some routines, including tidy-up times and large-group sessions, are not implemented consistently well. During these moments, staff do not always provide clear enough guidance to help children understand what they should be doing. As a result, transitions are less smooth and some children become distracted.

Leaders also promote the importance of regular attendance effectively. They maintain clear procedures for reporting absences and contact parents and carers promptly when children do not attend. From the outset, leaders and staff communicate the importance of regular attendance in supporting children's early education.

Children's welfare and wellbeing: Expected standard

Staff place clear emphasis on promoting children's welfare and emotional wellbeing. They check in with children regularly and build warm and trusting relationships. Children form secure attachments with their key persons and confidently seek reassurance when they feel tired or unsettled. Staff understand children's individual needs. They provide calm spaces, where children can rest or regulate their emotions. As a result, children feel safe and ready to engage in play.

Typically, whole group times are effective. However, during mixed-aged sessions, staff do not consistently adapt interactions well enough to meet the differing needs of all children. This means some children are not fully supported to stay engaged or benefit as consistently from these experiences.

Children play happily together and readily include others, such as inviting friends to listen to recorded animal sounds during small-world play. Staff help children to recognise and manage their emotions using resources like emotion teddies. Children with special educational needs and/or disabilities and those who speak English as an additional language are supported well. Staff use visual prompts and simple sign language effectively to aid their communication and understanding.

Staff encourage children to develop independence in daily routines. Children manage their belongings confidently and pour their own drinks at snack time. Staff promote healthy lifestyles and reinforce hygiene routines. Children also learn how to keep themselves safe on outings and talk confidently about road safety and hazards.

Leadership and governance: Expected standard

Leaders have a clear understanding of the setting's priorities. They hold regular supervision sessions and staff meetings that support staff development, assessment discussions and the needs of children with special educational needs and/or disabilities. Risk assessments are reviewed by leaders and shared with staff. Leaders use these discussions to build staff's confidence and knowledge. Leaders provide a broad range of training that helps staff develop their skills and understanding across key areas of practice. A training hub is available so staff can access relevant courses, and leaders monitor how staff engage with these. Staff report feeling valued and say their workload is manageable.

Leaders understand the community they serve. They use additional funding to provide experiences, such as farm visits and sessions with external professionals to support children's physical development and communication. Targeted resources, including climbing and balancing equipment, help children to engage in learning.

Daily practice is generally effective across the setting. However, leaders do not consistently identify the varying practice in staff supporting children's next steps in development. This means children's learning is not always extended with the same precision across the nursery.

Leaders maintain positive relationships with parents and carers. Staff are available at the end of each session to share information, and parents know their child's key person. Staff offer ideas to support children's learning and personal care at home, including toilet training and communication strategies. This helps to ensure continuity between home and the setting.