Happy Hours Day Nursery

Happy Hours Day Nursery Happy Hours Day Nursery, Milton Crescent, DUDLEY, West Midlands, DY3 3DR

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Inspection date

Previous inspection date 15 May 2015 18 March 2014

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This inspection: Good 2

Previous inspection: Requires Improvement How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 Practitioners have a good knowledge of how children learn, and the quality of teaching is good. They plan interesting activities based on children's interests and individual learning needs, which means that overall, children make good progress in all areas of their development.  Children are happy and form close bonds with their key person. Practitioners have a caring and warm rapport with the children and this helps them feel safe and promotes their emotional well-being successfully.  Full attention is given to promoting children's health and physical development. There is good provision for outdoor play where babies have their own outdoor play space, so that their confidence and well-being is enhanced.  Safeguarding policies and procedures are implemented well. The management team and practitioners know the correct procedures to follow should they have a concern about a child in their care.  The leadership and management team show a strong commitment to improve

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This provision is good

outcomes for all children. There are successful systems in place to monitor and evaluate all aspects of the provision and to work with other professionals, to continually improve the provision to benefit children.

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It is not yet outstanding because:

 Some practitioners do not always provide clear explanations to children about why certain behaviours are unacceptable, and the effect their behaviour has on others, and their own safety.  Occasionally, during daily routines, practitioners do not place a sharp enough focus on engaging with children, so that their speech and language skills are fully promoted.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 ensure practitioners use every opportunity to promote younger children's language and communication skills, to make sure this aspect of their development is consistently promoted  make sure that all practitioners help children to understand good behaviours and become aware of the impact their behaviour may have on others and their own safety as they play.

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Inspection activities

 The inspector had a tour of the nursery with the manager.  The inspector observed teaching and learning activities in the indoor and outdoor learning environment.  The inspector spoke with the provider, managers, practitioners and children at appropriate times during the inspection.  The inspector looked at a sample of policies, children's assessment records and planning documentation.  The inspector carried out a joint observation with the manager.  The inspector checked evidence of the suitability and qualifications of practitioners working with children, the nursery's self-evaluation form and action plans.  The inspector took account of the views of parents and carers spoken to on the day of inspection and their comments recorded on questionnaires sent out by the nursery.

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who attend. This is good

Children enjoy their time at the nursery and take part in a wide range of positive learning experiences that cover all aspects of their learning. They develop the key skills needed in readiness for school. Older children are encouraged to try out new experiences and their learning is guided effectively by practitioners. They learn about the different seasons and nature, have good opportunities to learn about letters and sounds, and practise writing their name. Planning and assessment works well and a new system has been introduced to focus more precisely on children's needs and next steps in learning. Overall, good regard is given to promoting children's language skills, although this is not always as effective as it could be in the toddler room. This is because, practitioners do not always make the most of opportunities to extend children's language development during daily routines, for example, during their lunchtime meal. Babies and toddlers are given every

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who attend. This is good

opportunity to take part in painting activities and they use their senses by exploring the properties of sand and a lovely range of natural materials.

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good

Children's health and well-being is fostered successfully. Partnerships with parents, external agencies and other providers are well established and make a strong contribution to meeting children's needs. The thoughtfully planned playrooms create enabling environments for all ages of children, to promote independence and engage children in purposeful play. A healthy lifestyle is encouraged. Children take part in discussions and cooking activities, to help promote their understanding of healthy food options. All children enjoy the time spent in the garden and older children like to pedal bikes, and practise throwing balls. This promotes their physical development and confidence. Children receive positive praise for their achievements. However, some practitioners do not consistently help younger children to learn about the consequences of their actions, and to help them begin to appreciate the effect that their behaviour has on others and their own safety.

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provision is good

Leadership and management are good and the requirements of the Early Years Foundation are consistently implemented. Effective action has been taken in response to the action raised at the last inspection. Children's safety and welfare has improved following a review of the procedures for recording accidents involving children. Good systems are in place to check the quality of the provision and the management team work in partnership with the local authority. This review also includes checking the progress children make in their learning and monitoring the quality of teaching. Robust procedures are in place to ensure the suitability of practitioners working with the children. Practitioners enhance their knowledge through training and qualifications, and managers routinely observe practice within each room to enhance the quality of teaching and learning. Parents spoken to at the time of inspection fully appreciate what this setting

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Setting details

Unique reference number 253801 Local authority Dudley Inspection number 1010687 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 48 Number of children on roll 97 Name of provider Julie Elcock Date of previous inspection 18 March 2014 Telephone number 01902 881021

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Setting details

Happy Hours Day Nursery was registered in 1989. The nursery employs 15 members of childcare staff, 13 of whom hold appropriate early years qualifications at level 3 or 4. The nursery opens Monday to Friday, from 7.30am until 6pm, all year round. The nursery provides funded early education for two-, three- and four-year-old children.

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Setting details

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

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

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Setting details

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Setting details

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

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