Happy Faces Pre School Limited

Happy Faces Pre School Limited Hectorage Road, Tonbridge, Kent TN9 2DS

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Inspection date 21 January 2019 Previous inspection date 18 January 2016

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Outstanding 1 Outcomes for children Good 2

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This provision is good

n Managers are strong role models. They are passionate about continually improving outcomes for children and offering a high-quality provision. They regularly review their service to identify their strengths and areas of development. n Children's imagination skills are fostered particularly well. For instance, some children enjoy narrating their own stories as they play with knights and castles in their role play area. Others collect mud from the digging plot to mix with water to create 'hot chocolate' and 'soup' in the mud kitchen. n Children's behaviour is exemplary. They are highly confident as they explore their surroundings, indoors and outdoors, and demonstrate superb social skills. Children are extremely polite to one another. n Children make good progress from their starting points, including those with English as an additional language. Staff use their observations and assessments to ensure that

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This provision is good

children who require any additional support are identified and work effectively with parents and speech and language professionals. n Parent partnerships are effective. Staff regularly share information with parents about their children's development and encourage them to contribute. Parents speak highly of the pre-school. They praise the good communication and the support that they receive from the staff team. n Occasionally, staff do not make the best use of opportunities to stretch and challenge older children during activities to develop their knowledge and understanding even further. n Although partnerships with local schools are effective, sometimes staff miss opportunities to share information about children's learning and progress with other early years settings that children attend, to provide a more consistent approach to meeting their needs.

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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

n make more effective use of opportunities that arise to stretch and challenge older children to develop their knowledge and understanding even further n strengthen partnerships with other settings that children attend, to share information about their learning and development more consistently.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching and the impact that this has on children's learning, indoors and outdoors. n The inspector completed a joint observation with the manager. n The inspector spoke to children and staff at appropriate times throughout the inspection. n The inspector spoke with parents and took account of their views. n The inspector met with the manager to look at a range of documentation, including policies, staff records, self-evaluation, recruitment and training and safeguarding procedures.

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Effectiveness of leadership and management is good

Safeguarding is effective. The management team and staff keep their safeguarding training up to date and talk confidently about the procedures they would take if they had a concern about a child's safety or well-being. Systems for recruitment, induction and ongoing training are effective, and help to ensure that staff are suitable to work with children. Staff talk highly of the opportunities they are offered to attend a wide range of training courses. For instance, following training all staff use sign language to share key words in the children's routines to support children's understanding. Managers are keen to further develop the play experiences and activities available to children. For example, they attend a regular collaboration group with other settings to share ideas and best practice. Staff are motivated and enthusiastic about their roles. They work well as a team and deploy themselves effectively across the pre-school.

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Quality of teaching, learning and assessment is good

The indoor and outdoor areas are well organised, stimulating and encourage children to explore and investigate. Children are encouraged to pursue their own interests, indoors and outdoors. Children's mathematical skills are well supported. For instance, staff encourage children to count images in pictures and to count out the corresponding number of beads. Children listen carefully, before seeking out the correct number of beads and adding them to the peg boards. Communication and language skills are well supported. Staff are skilled at asking questions to encourage children to express their ideas. For instance, as children create their own images on magnetic boards, staff encourage children to describe their pictures to their friends. Children confidently talk about the 'squares' and 'rectangles', 'birthday cakes' and 'cars' they have created.

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Personal development, behaviour and welfare are outstanding

Staff know the children extremely well and are very nurturing. Effective settling-in sessions respect children's individual differences and support them to build exceptional bonds with staff. All children demonstrate that they feel safe and secure. They confidently enter the pre-school and quickly become engaged in activities. Self-care skills are exceptionally well supported. For instance, children are excited to independently peel fruits for one another at snack time and practise putting on shoes and coats for the garden. They concentrate for exceptional lengths of time as they practise dressing toy animals in a wide range of costumes, doing up buttons and putting paws through sleeves, before adding accessories. Children have extensive opportunities to play and learn outdoors. For example, they grow and harvest their own fruits and vegetables in the pre-school allotment for snacks and use the outdoor areas throughout the day.

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Outcomes for children are good

Children are developing the necessary skills for their future learning and the eventual move to school. All children develop good physical skills in the well-equipped outdoor area. For example, they demonstrate good control of their bodies as they balance on beams and persevere as they learn to throw balls into basketball hoops. Older children develop confidence in using a preferred hand and using a tripod grip to hold pencils and mark making tools.

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Setting details

Unique reference number EY308187 Local authority Kent Inspection number 10073534 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care Age range of children 2 - 4 Total number of places 32 Number of children on roll 58 Name of registered person Happy Faces Pre-School Limited

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reference number

Date of previous inspection 18 January 2016 Telephone number 01732 368823

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reference number

Happy Faces Pre-School Limited registered in 2002. The pre-school is open each weekday from 9am to 3.30pm, term time only. There are 11 members of staff employed to work with the children. Ten staff hold recognised early years qualifications at level 2 or above. The pre-school receives funding to provide free early education for children aged two, three and four years.

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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.

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procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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