Happy Faces Pre-School

Happy Faces Pre-School Ranvilles Community Centre, Oldbury Way, FAREHAM, Hampshire, PO14 3BN

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Inspection date

Previous inspection date 16 November 2015 15 March 2011

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Children's independence is encouraged by all staff effectively. Children are keen to learn to do things for themselves.  Staff closely observe children's learning and regularly assess and monitor their progress. They identify any gaps in children's learning and arrange additional support to help close the gaps. Children make good progress from their starting points.  Children with special educational needs receive good support. For example, staff work closely with speech and language specialists to support children's communication and language skills.  Children are effectively supported when they move onto school. Staff have links with the schools and take children to spend time at the schools, joining in with activities and getting to know their new teachers.  Children have opportunities to learn about other cultures and religions. They have a good range of resources to play with and join in with celebrating different festivals. This

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This provision is good

helps children to learn to respect and value themselves and others.

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It is not yet outstanding because:

 Staff do not fully encourage parents to regularly share their children's interests and learning at home to promote greater continuity between home and the pre-school.  Children do not always have a wide range of opportunities to learn about the community they live in.

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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

 develop further opportunities for children to increase their awareness of the community and wider world around them  strengthen further the already good partnerships with parents to provide even greater continuity in children's learning between the pre-school and home.

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Inspection activities

 The inspector toured inside and outside the setting observing the quality of resources and teaching, and the impact these have on children's learning.  The inspector had some discussions with parents to gather their views about the setting and their children's experiences.  The inspector held a discussion with the manager.  The inspector carried out a joint observation with the deputy manager.  The inspector sampled relevant documentation, including safeguarding policies and procedures, and evidence of staff's suitability to work with children.

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Effectiveness of the leadership and management is good

The manager has a good understanding of the requirements of the Early Years Foundation Stage. The staff and manager complete regular self-evaluation and obtain the views of parents and children to identify aspects of their practice to improve. The manager supports staff's professional development well. They have regular meetings that enable staff to receive additional training and support to improve their knowledge, skills and practice. Safeguarding is effective. Staff are vigilant and have a good understanding of their role and responsibility to report any concerns they have about children. Staff have good partnerships with other professionals help to ensure that children's individual needs are met.

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Quality of teaching, learning and assessment is good

Staff have a thorough understanding of how children learn and use this knowledge to provide a range of interesting and challenging activities. Resources are easily available to children that enable them to make independent choices over their play. Children enjoy using large climbing equipment to develop their physical skills. They learn to manage their own safety and consider others as they balance, jump and climb on low-level play equipment. Staff encourage children to think for themselves and be creative. Children enjoy using paint, drawing materials and a wide range of materials to use their imaginative skills.

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Personal development, behaviour and welfare are good

Children are happy and settle easily. Parents share information about their children's care routines to help staff meet children's individual needs. Children have a key person assigned to them when they start, which provides a special person for them to turn to. A second staff member is always on hand to support children should their key person be absent. This effectively supports children's emotional well-being. Staff role model positive behaviour and language and have high expectations of the children. They encourage children to share and take turns and to respect the views and feelings of other children. Children behave well. Staff promote healthy eating. For example, they use snack and lunch times to discuss with children the importance of eating a range of healthy food to support their good health and physical well-being.

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Outcomes for children are good

Children make good progress from their starting points. They learn to be confident talkers and develop good levels of independence in their self-care skills. This helps to prepare children for the next stage of their learning and the move to school.

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Setting details

Unique reference number EY347075 Local authority Hampshire Inspection number 835177 Type of provision Full-time provision Day care type Childcare - Non-Domestic Age range of children 2 - 4 Total number of places 36 Number of children on roll 47 Name of provider Caroline Horne Date of previous inspection 15 March 2011 Telephone number 07936842802

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Setting details

Happy Faces Pre-School registered in 2007 and is based in Fareham, Hampshire. The setting is open from 9am until 3.30pm Monday to Friday school term time only. The pre- school employs nine members of staff, eight of whom hold appropriate early years qualifications. The pre-school receives funding to provide free early education for children aged two and three years.

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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

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Setting details

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Setting details

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