Happy Days Club & Nursery School Limited

Happy Days Club & Nursery School Limited Hermitage Primary School, Hermitage Drive, Holmes Chapel, CREWE, CW4 7NP

p.1

Inspection date

Previous inspection date 12 May 2016 4 October 2011

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

 Managers and practitioners demonstrate a strong commitment to achieving the best outcomes for all children. The manager enthusiastically describes her vision for the purpose-built nursery under construction in the school grounds. She understands how children learn and her planning for the new building reflects this.  Managers and practitioners are well qualified. They seek out information and training to enhance their professional knowledge and skills.  The provision for children who have special educational needs or disability is effective. Practitioners know, understand and consistently implement the plans for children's learning. As a result, children make very good progress from their starting points.  Children who attend the out-of-school club have a wide range of interesting activities to choose from. Communication between parents and practitioners in the school and the club is effective. This helps to promote continuity for children's care and well-being.

p.1

This provision is good

 Pre-school children enjoy learning to link letters and sounds during activities and daily routines. Nursery and school practitioners work together so that their teaching of early reading skills is consistent.

p.1

It is not yet outstanding because:

 The manager's regular supervision of practitioners' performance does not focus sharply enough on assessing the quality of their teaching.  On occasion, adult-led activities for two-year-old children are not planned well enough to fully involve every child who takes part.

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

 build on the systems for assessing staff practice and focus more sharply on improving the quality of teaching  strengthen the planning of adult-led activities for two-year-old children so that their experiences are always meaningful and help promote their rapid progress.

p.2

Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors. She assessed the impact this has on children's learning.  The inspector completed a joint observation with the manager.  The inspector held a meeting with the manager and the deputy manager. She looked at relevant documentation, such as the nursery's self-evaluation and evidence of the suitability of staff working in the nursery.  The inspector spoke to a small selection of parents during the inspection and took account of their views.

p.2

Effectiveness of the leadership and management is good

The manager is well organised. She has managed the setting's transfer to temporary accommodation within the school extremely effectively. Parents are impressed with how well their children adapted to the changes in routines for arrival and departure. They praise the caring practitioners and report that children look forward to coming to the setting. The manager seeks the views of children, parents and practitioners when she evaluates the provision. She makes changes to policies and procedures that improve practice. Managers regularly check children's progress. They use collated information generated by online learning journals when they review the planned programme of activities. Arrangements for safeguarding are effective. The manager trains practitioners to understand and implement changes to legal requirements. Practitioners know the action to take if they consider a child to be at risk of abuse or neglect.

p.3

Quality of teaching, learning and assessment is good

Practitioners know children well and challenge them to take the next steps in their learning. Pre-school children attend a well-planned daily circle time and talk about the date and the weather. The discussion is lively and practitioners welcome information, news and ideas from children. At the same time, practitioners skilfully identify opportunities for children to take the next steps in their learning. For example, they ask children who are learning to count and read numbers beyond 10 to independently change the day's date on the display. Practitioners regularly report children's progress to parents. Parents share news of children's activities and achievements at home.

p.3

Personal development, behaviour and welfare are good

Relationships in the nursery are good. Practitioners demonstrate friendly teamwork to children and the atmosphere in the setting is calm and purposeful. Children learn how to stay safe because policies, such as the sun safety policy, are implemented effectively. Children eat healthy and nutritious food. Practitioners encourage children to try different foods and to say which ones they like and dislike. Children listen to each others' opinions. They discover that some people have different preferences to their own. Children learn about their bodies and how to keep fit and healthy. Children learn to be independent. For example, two-year-olds begin to learn to pour their own drinks using small jugs.

p.3

Outcomes for children are good

All children acquire the skills, knowledge and attitudes to learning that prepare them well to start school. Children recognise their names in writing. They write some letters using correct letter formation. They begin to hear and identify the sounds in words and match the sounds to letter shapes. Children can count quantities of items accurately. They begin to add and subtract with increasing skill. Children name and talk about emotions. They understand how their behaviour can affect other people's feelings. Children understand how to stay safe in the sun. They know that they must wear a hat if they go out of the shaded area. Children who speak English as an additional language know and use an increasing number of English words.

p.3

Setting details

Unique reference number EY417571 Local authority Cheshire East Inspection number 850070 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 2 - 11 Total number of places 32 Number of children on roll 81 Name of provider Happy Days Club & Nursery School Limited Date of previous inspection 4 October 2011 Telephone number 01477 549 002

p.4

Setting details

Happy Days Club & Nursery School Limited was registered in 2010. The nursery employs 10 members of childcare staff. Of these, one holds an appropriate early years qualification at level 6, one at level 5 and eight at level 3. The nursery opens from Monday to Friday, during school term time. Sessions are from 8am until 6pm. The out-of-school club operates from 8am until 9am and from 3pm until 6pm. The nursery provides funded early education for two-, three- and four-year-old children. They support children who have special educational needs or disability and 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