Happy Days Pre-School

Happy Days Pre School Berkhamsted Youth Centre, Lagley Meadow, Douglas Gardens, BERKHAMSTED, Hertfordshire, HP4 3PE

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Inspection date

Previous inspection date 04/02/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Teaching is good. Staff have a good understanding of how children learn and develop. This knowledge is used to plan a range of stimulating activities to meet the needs and interests of children and, as a result, children make good progress.  The warm, caring interaction of staff and effective team working helps children settle, be happy and secure in the pre-school environment.  Parents and carers are welcomed warmly into the setting and are involved in their children's learning and development. This results in a welcoming, positive environment for families.  Safeguarding is given high priority within the pre-school, with appropriate procedures in place to ensure that staff have a thorough understanding of their responsibilities.

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It is not yet outstanding because

 The organisation of story time is not always effective enough to help children listen and to fully maintain their interest.  There is scope to improve the sharing of plans between the provisions the children attend to enhance consistency and extend children's learning.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector examined a range of documentation, including evidence of suitability and qualifications of staff working with children, a sample of children's records and staff records.  The inspector observed children's play and staff interaction, both inside and outside.  The inspector completed a joint observation with the manager  The inspector talked to parents, staff and children during the inspection.

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Information about the setting

Happy Days Pre-School has been in operation since 2011 and re-registered in 2013 when it moved premises. It is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. It serves the local area and is accessible to all children. It operates from within the premises of the youth centre which is situated in Berkhamsted, Hertfordshire. It is a single storey property with an enclosed area available for outdoor play.

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Information about the setting

Happy Days Pre-School employs six members of childcare staff. Of these, all have appropriate early years qualifications at level 3. The manager has a Foundation Degree in Early Years Education. There is an office manager for administrative tasks. The setting is open Monday to Friday, term time only. Daily sessions run from 9.15am to 11.45am and 12.45pm to 3pm with an optional lunch club from 11.45am to 12.45pm. On Tuesdays there is no afternoon session. Children can attend from two years of age and for a variety of sessions including all day. There are currently 51 children attending who are in the early years age group. Happy Days Pre-School provides funded early education for two-, three- and four-year-old children.

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To further improve the quality of the early years provision the provider should:

 enhance the opportunities for children to listen and concentrate during story times by limiting the noise and distractions around them

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To further improve the quality of the early years provision the provider should:

 strengthen the arrangements for sharing information and partnership working with other providers that children attend in order to fully support children's learning and development.

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who attend

Staff have a secure understanding of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. They work well as a team to implement this for each of the children attending. Staff develop a very good understanding of each child's abilities by observing them as they play and through regular discussions with their parents. This enables them to plan experiences, which children enjoy and that offer a good level of challenge. Staff observe children's achievements closely and identify next steps for their learning. These are included in weekly plans and consequently children make good progress across all areas of their development. For example, children develop their mathematical and manipulative skills as they sort and count small reels for a threading activity during small group time. Staff provide a bright and welcoming environment for children to play and learn. They make good use of the

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who attend

space inside and outside, covering all areas of learning and allowing children to choose their own activities. Children enjoy their imaginative play outside. They play together extending and elaborating their ideas based on own first-hand experiences. They pretend to build using the battery operated pretend tools. Indoors, children use the pretend kitchen to make an impromptu puppet theatre. This helps children to show satisfaction in meeting their own goals.

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who attend

The quality of teaching is consistently good. Staff help children develop their thinking skills by asking useful questions as children look in mirrors before painting a picture of their faces on paper plates. Children concentrate deeply as they experiment mixing colours and completely cover the plate in paint. The activities offered help children to be ready for the next steps in their learning and eventually ready for school. Staff support children's communication and language skills. Children develop their skills as they have conversations about their lives at home. They enjoy the songs and rhymes and are eager to join in and take their turn to 'buy their currant bun'. Staff give children clear directions including those involving more than one action at tidy up time and during the parachute game. For example, children follow the instruction, 'Those wearing blue, move to sit on the blue triangle'. However later, a small number of children found story time difficult as

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who attend

some staff are clearing the room ready for the next activity and the noise distracts the children from listening and concentrating fully.

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who attend

Staff and parents share information about their children on a daily basis, they actively encourage parents to take their child's learning record home to consistently review their children's learning and have a comprehensive picture of their children's overall development. Staff are completing the required progress check at age two for each child and parents are asked to contribute to this. Parents are actively encouraged to come and see their children at play as part of the parents' rota. Staff plan an activity where children freeze some of their toys in water and bring them into pre-school to see the effects as the ice thaws. Staff comment on how well this partnership worked and a parent commented that all of her children are fascinated and joined in this activity too. This successfully supports children's learning at home.

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The contribution of the early years provision to the well-being of children

Young children are well supported and form secure attachments that promote their well- being. Staff are gentle and considerate and help the new children as they begin to settle in the pre-school. Staff are on the children's level to ensure good eye contact and pleasant interactions. Older children arrive confidently and are very quickly and happily involved in their play. They follow a routine and help to tidy up before story time. Staff invite nursery teachers to meet the children before they move onto nursery. This ensures children are emotionally well prepared for the next stage in their learning and for school. Staff have a good understanding of their key children and can explain each child's preferences. This promotes children's well-being. Parents state they know and have opportunities to speak frequently with their child's key person. This helps promote positive relationships to help children develop a strong sense of belonging. Staff provide a calm and welcoming

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The contribution of the early years provision to the well-being of children

environment. Children are able to choose freely and make their own decisions about their play. Staff put the paint into pump action bottles to help the children independently choose the colour and amount of paint they require. Children's work is well displayed in this 'pack away' setting and displays are frequently changed to promote children's interest. Staff are well deployed and guide children to develop friendships. They effectively support children to take turns and behave well.

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The contribution of the early years provision to the well-being of children

Children have many valuable chances to learn about healthy living. They exercise vigorously when using the parachute and outside when using the sit and ride toys. Children are learning to be safe without being fearful, to be considerate and not bump into others as they ride and pedal the tricycles competently around the playground. Staff have introduced a display of a body and children learn the names of the parts of the body and stick the written labels in the right places. This helps them to be aware of their own bodies. Children are becoming competent in their self care skills. They independently wash their hands before snack and they talk about the need to wash away germs. Staff gently explain the effects of germs on their bodies and this helps them understand the importance of maintaining good health.

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The contribution of the early years provision to the well-being of children

Children greatly enjoy coming for a healthy snack at a time of their choosing. This allows them to continue in activities that interest them until their play comes to a natural conclusion. Staff guide children to find their own names and serve themselves with milk or water. Children are encouraged to make their own sandwiches, they choose the filling and prepare one to take home. This helps them to develop their manipulative skills. Staff gently remind children to say 'please' and 'thank you' and introduce the concept of healthy eating. This helps children to be confident and self-assured.

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provision

Effective arrangements are in place to safeguard children and promote their welfare. Robust recruitment procedures are in place to assess that staff are, and continue to be, suitable to work with children. Staff are familiar with the pre-school's policies and procedures and they work well in practice. Students also follow a full induction process with checks on their suitability and full supervision of their practice. Volunteers and visitors are given clear instruction on their role and conduct. This helps to maintain a safe environment for the children. Staff have detailed information on child protection issues including training. This ensures that they understand their responsibilities towards the children in the pre-school and are confident to take appropriate steps if they have concerns about a child. All staff have up-to-date paediatric first aid qualification to fully support children after an accident.

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provision

The staff team are close and very well established and they are eager to improve and offer the best service to children and families. They use their qualifications and training to good effect. They describe how recent training has helped them to have a deeper understanding of child development. The manager's qualification has helped her look precisely at the organisation of the setting to ensure children's needs are met. Managers monitor staff performance effectively through regular supervision meetings and appraisals. The pre-school has effective systems for monitoring the children's learning and development. Staff and parents can quickly identify areas to focus on and to be addressed in future planning to ensure children are continuing to make the best progress they can.

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provision

Planned actions to overcome weaknesses have been concerted and effective. The drive for improvement is demonstrated by a clear and successful improvement plan that supports children's achievements. The committee, staff and parents opinions are sought to support the self-evaluation process. These comments are used to set targets for improvement. Children, parents and staff worked together to enjoy a successful sports day to raise funds to enhance the outdoor learning environment. Parents express their full satisfaction with the pre-school and the staff. They can volunteer to be on the committee and also be involved in the running of the setting, and some maintenance tasks. Staff work very well in partnership with other professionals. However, the relationship with the other settings children attend are not as well embedded to support the consistent planning of children's development.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY464800 Local authority Hertfordshire Inspection number 934464 Type of provision Sessional provision Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 40 Number of children on roll 51 Name of provider Happy Days Pre-School Committee Date of previous inspection not applicable Telephone number 07592730556

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Setting details

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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