Happy Hours Private Day Nursery

Happy Hours Private Day Nursery 5 High Seaton, Seaton, Workington, Cumbria, CA14 1NP

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Inspection date

Previous inspection date 7 October 2016 1 November 2012

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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

 Managers and leaders empower their staff team to adopt a clear and focused vision to offer children lots of tender loving care. The effective monitoring of children's well- being and involvement helps to ensure that children feel happy and confident to join in.  Key persons form secure emotional attachments with children. They welcome children into a calm and relaxing environment where they are inspired to play, learn and develop. Transition through the setting and on to school is supported well and helps children to feel settled, assured and emotionally ready for their move.  The quality of teaching is good. Observations and assessments of children's learning are accurate. Planned activities are challenging and take full account of children's next steps and learning from home. This helps all children to make good progress.  Partnerships with parents are good. Staff keep parents informed of children's learning

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This provision is good

and progress. They provide engaging ideas, such as story sacks, mini homework packs and toddler-talk packs to help parents extend their children's learning at home.  Staff value each and every child. They help children to celebrate their achievements and good behaviour through effective methods, such as gold, silver and bronze awards. Ideas, such as the family boards, help children to recognise what makes them unique.

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It is not yet outstanding because:

 Mealtimes are not organised effectively enough to minimise disruption and to enable children to make their own choices about when to have a drink whilst eating.  Continuous professional development is not yet sharply focused on helping staff to share their expertise to help enhance the quality of teaching to the highest levels.

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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

 review the organisation of mealtime routines so that disruption is more effectively minimised and to enable children to make their own choices about when they would like to have their drink  strengthen continuous professional development and provide more opportunities for staff to share their specific expertise more precisely so that the overall quality of teaching is raised to the highest levels.

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Inspection activities

 The inspector toured the areas of the nursery.  The inspector observed children during a range of activities both indoors and outside.  The inspector held discussions with the provider, the nominated person, the manager, the staff and children throughout the inspection.  The inspector conducted a joint observation with the manager during an adult-led activity in the pre-school room.  The inspector looked at a range of documents. These included evidence of staff suitability, self-evaluation documents, policies and procedures, a record of staff qualifications and training and children's observation and assessment records.  The inspector took account of the views from parents and carers spoken to on the day of the inspection.

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Effectiveness of the leadership and management is good

Safeguarding is effective. All staff have a very good understanding of the procedures to follow to protect a child's welfare. Safety is highly prioritised. Staff are quick to implement effective safety measures to help keep children safe. Stringent accident analysis helps to highlight where changes need to be made, such as considering what times children play outdoors to prevent any accidents from occurring. Staff are committed to continued improvement. They listen perceptively to parents and act on their views. For example, they swiftly add new foods to children's menus to try to help enhance healthy eating practices. Managers and leaders monitor staff performance from the outset. Robust recruitment procedures, purposeful supervision meetings and regular staff meetings contribute towards ensuring that staff remain skilled and suitable for their role.

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Quality of teaching, learning and assessment is good

The well-qualified staff have high expectations of children. They provide good quality activities that are centred around building on what children already know. Babies are keen to investigate natural materials. They are eager to observe what happens when pouring materials, such as sand, into a sand wheel. Staff engage well, modelling familiar expressions, such as all gone, to help enhance children's speaking skills. Staff help children to develop good physical skills. For example, toddlers enjoy using tools for a purpose and show confidence when using balancing and climbing equipment outdoors. Older children are eager to complete complex programmes using technology. Staff's good interactions helps children to develop a sense of direction and community awareness.

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Personal development, behaviour and welfare are good

Key persons know their children well and respond to their every need. They work together with parents to provide a consistent approach when children are developing new skills, such as toilet training. Staff use a calm and sensitive manner to resolve any conflicts. They encourage children to be independent and help with small tasks, such as tidying up and selecting their own coats for outdoor play. Good links are formed with nearby schools. The effective sharing of children's progress over time and invitations for children to meet with their new teachers contributes towards ensuring that transitions are seamless. Staff encourage children's good health by encouraging them to be active during daily outdoor play and when engaging in dance and movement sessions.

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Outcomes for children are good

All children make good progress. Babies show a desire to engage with others during games, such as peek-a-boo. Toddlers are keen to initiate their own choices during song time. They sustain interest and seek out others to share experiences. Older children show a good awareness of taking turns during activities and show respect and care for one another. They begin to adopt customs and routines they will experience at school. Funding is clearly focused on helping to close any gaps identified during effective tracking. For example, staff have enhanced their role-play area with items that children are familiar with at home. This has had a positive impact on children's confidence, social interaction and speaking skills, preparing them well for what they need to learn next.

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Setting details

Unique reference number 317375 Local authority Cumbria Inspection number 1059566 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 - 9 Total number of places 79 Number of children on roll 72 Name of registered person K.L.S. (Cumbria) Ltd

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reference number

Date of previous inspection 1 November 2012 Telephone number 01900 602 962

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reference number

Happy Hours Private Day Nursery was registered in 1976. The nursery employs 10 members of childcare staff. Of these, eight hold appropriate early years qualifications at levels 2, 3 and 4, including the provider who holds early years professional status. The nursery opens from Monday to Friday, all year round, except for bank holidays and approximately one week over the Christmas period. Sessions are from 7.45am until 5.45pm. The nursery also operates an out-of-school club from 7.45am until 9am and 3pm until 5.45pm each weekday during term time. In addition, there is a holiday club that operates from 7.45am until 5.45pm during school holidays. The nursery provides funded early education for two-, three- and four-year-old children.

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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. 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

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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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reference number

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

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