Happy Tots Nursery

Happy Tots Nursery 42-44 Kings Road, Prestwich, Manchester, Lancashire, M25 0LE

p.1

Inspection date

Previous inspection date 31 March 2016 11 June 2015

p.1

This inspection: Good 2

Previous inspection: Requires Improvement

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 Staff are well qualified and their teaching skills are generally strong. They make good use of the accurate information they obtain from observations to find out what children can do, in order to effectively plan for the next steps in their learning. Children make consistently good progress.  Staff provide children with a rich, stimulating and exciting learning environment, both indoors and outdoors. Children benefit from a wide range of good quality resources that effectively promotes all areas of learning. They are self-confident, interested and motivated and develop positive attitudes towards learning, in readiness for school.  Key persons are skilled and sensitive and help babies and children to develop strong emotional attachments and feel very secure within the nursery. Care practices are extremely successful in promoting children's good health and well-being.  Self-evaluation is effective. Staff have worked extremely hard to address the actions

p.1

This provision is good

and recommendations raised at the last inspection. Furthermore, they have successfully enhanced many other aspects of their practice, which has had a positive impact on learning outcomes for children.  Partnerships with parents and other early years providers are generally good. This effectively contributes to consistency and continuity of care and learning and children are well supported as they transfer to other settings, including school.

p.1

It is not yet outstanding because:

 Staff are not always highly effective in helping parents to support children's learning at home.  Occasionally, when staff ask questions, they do not give children enough thinking time to respond.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 provide children with enough time to think so that they can put their thoughts into words before they respond to questions  extend the depth of information provided for parents to help them support children's learning at home.

p.2

Inspection activities

 The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector talked to staff and children throughout the inspection.  The inspector completed a joint observation with the manager.  The inspector held a meeting with the manager.  The inspector looked at relevant documentation, such as a sample of policies and procedures, children's learning records and evidence of the suitability and qualifications of staff working in the nursery.  The inspector discussed the arrangements for self-evaluation with the manager.  The inspector took account of the views of parents from written feedback questionnaires obtained by staff.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. Rigorous recruitment procedures ensure that staff are suitable to work with children, and staff have a good understanding of how to protect children from harm. The manager closely checks the progress made by different groups of children attending the nursery. Informative data is obtained which helps her to identify gaps in children's learning and implement effective strategies to ensure that all children reach their full potential. The manager uses her good knowledge, skills and expertise to guide, coach and support staff and carries out regular supervision sessions to manage their performance. The manager supports staff to enhance their skills through a targeted programme of professional development training. The knowledge staff gain is used effectively in practice to ensure that it has a positive impact on learning outcomes for children. Staff work closely with feeder nurseries and schools to support children as they

p.3

Effectiveness of the leadership and management is good

move on to the next stage in their learning.

p.3

Quality of teaching, learning and assessment is good

Staff provide babies and children with a good balance of adult-led and child-initiated activities and the environment is adapted to support their learning well. This contributes towards children being motivated and able to explore freely. Children who speak English as an additional language are particularly well supported. Many of them make rapid progress in their understanding of English. Staff find out and use key words and phrases in children's home language to help them communicate. Several children demonstrate very good communication and language skills. They give good explanations of their thoughts and ideas and speak in complex sentences. For example, children say, 'When we water the plants it helps them grow' and, 'The chalk is melting because the sun is hot'. Staff provide an extensive range of opportunities for children to read and write, both indoors and outdoors. This has a significantly positive impact on children's early literacy skills,

p.3

Personal development, behaviour and welfare are good

Babies and children thrive in this good quality nursery. Caring and nurturing staff intuitively respond to babies' and children's physical and emotional needs to ensure that they remain happy and content. Staff are good role models and provide clear and consistent boundaries to teach children right from wrong. Children learn to respect each other, behave appropriately and work together in harmony. They demonstrate a kind and helpful attitude to staff and each other. For example, they eagerly help other children to put on coats and help staff to tidy away resources.

p.3

Outcomes for children are good

All children make consistently good progress, including those whose starting points are below expected levels of development. This includes children who speak English as an additional language. Children are enthusiastic, motivated learners who are developing the key skills they need for the next stage in their development or school. They show a growing understanding of how to keep themselves safe and healthy and manage their own risks responsibly.

p.3

Setting details

Unique reference number 316759 Local authority Bury Inspection number 1017352 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 4 Total number of places 70 Number of children on roll 21 Name of provider Mr Falah Al-Khafaji and Mrs Anglea Al-Khafaji Partnership Date of previous inspection 11 June 2015 Telephone number 0161 798 5780

p.4

Setting details

Happy Tots Nursery registered in 1993. The nursery is open each weekday all year round, from 7.30am to 6pm, with the exception of bank holidays and one week at Christmas. It provides funded early education for three-year-old children. The nursery employs a team of six staff who work directly with children. Of these, one member of staff holds an appropriate early years qualification at level 5 and four hold an appropriate early years qualification at level 3. The nursery supports several children who speak English as an additional language.

p.4

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.

p.4

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.

p.4

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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

Setting details

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Setting details

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

p.5