Happy Hours Pre-School Crawley

Inspection of Happy Hours Pre-School The Youth and Community Centre, Broadfield Barton, Broadfield, Crawley, West Sussex RH11 9BA

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

p.1

The provision requires improvement

Children are happy and settle quickly when they arrive at the pre-school. They are keen to hang up their coats on their personalised peg and join in with self- registration group time to find out the plan for the day. Children enjoy positive relationships with staff and approach them when they need reassurance and comfort, which is regularly offered. This helps children to feel safe and secure.

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The provision requires improvement

The implementation of the curriculum within the pre-school is variable. Some staff know their key children's learning needs. They plan activities such as 'bucket time' to help to develop children's concentration, and engage them in discussion to promote their language skills. However, not all staff are clear about what they want individual children to learn and how to implement this. Furthermore, staff do not consider and plan well for all areas of learning. This means that not all staff are able to build on what children know and can do. Children's learning can, at times, be narrowed and not always promoted effectively. This is particularly noted where children do not have regular planned experiences to support their large physical skills.

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The provision requires improvement

Despite this, staff interact positively with children. They recognise that children continue to find it difficult to manage their emotions and struggle with their behaviour as a residual impact of the COVID-19 pandemic. However, staff show consistency by offering emotional support. They get down to children's level to explain the rules of the pre-school, to help to keep everyone safe.

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need to do better?

n Leaders have a good knowledge of the curriculum and what children need to learn. Some pre-school staff implement the curriculum well and support children to build on what they already know and can do. For example, staff teach children how to handle small tools to hammer nails into cork boards. This gives children time and opportunity to practise fine motor physical skills. However, leaders do not ensure that the curriculum intent is understood by the whole staff team. Consequently, some staff do not know how to implement broad and balanced educational programmes that precisely meet the needs of children. There are limited gross motor skill opportunities for children to engage in. This has led to inconsistencies in the delivery of the curriculum for children in the pre-school. n On the whole, staff who have key-person responsibility know their key children well. However, arrangements to assume responsibility for children when their key

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need to do better?

person is absent are not robust. As such, staff who need to provide cover are not fully aware of specific plans and targets to continue to support children's development needs. This reduces the opportunity for staff to support children to

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need to do better?

14 November 2023 practise and develop the skills they need to learn. n The special educational needs coordinator works alongside parents to ensure that referrals to professionals are made when gaps in children's learning and development are identified. This is to ensure that children receive external intervention to help them to catch up. However, leaders do not place sharp enough focus on reviewing and evaluating the effectiveness of support plans for children in the pre-school. Plans are too generalised and do not set out how staff are to implement targeted support to help close the gap of attainment. As a result, children do not receive all the support they need. n The more-able children demonstrate that they can apply themselves to self- chosen challenges. They squeal excitedly during activities, with keen anticipation to engage and be involved. However, some staff lack knowledge how to adapt to provide alternative experiences when some children struggle to maintain

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need to do better?

attention and concentration. n Children demonstrate confidence as they move around the pre-school and enjoy having opportunities to choose where to play. Staff set up a role-play area that represents what it is like when a child needs to attend the hospital. Staff engage in play and discussion to help children who have had to visit the hospital to make sense of their lived experiences. n Staff support children to learn about how to keep themselves healthy. They wash their hands before eating and attempt to pour their own drinks at snack time. Staff help children to understand why they need to clean their teeth, to promote good oral health. n Parents comment positively about how the pre-school offers support to their family and updates them about their children's day and the progress they are making. Parents have access to a lending library at the pre-school to share books at home. This contributes to giving children more opportunities to hear

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need to do better?

stories and exposure to new words to help to extend their vocabulary.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Leaders have undertaken designated safeguarding lead training and know the processes to refer concerns about children if they are at risk of harm. Staff have a good working knowledge of child protection issues and can recognise indicators that would give them cause for concern. Staff know to report concerns directly to the designated safeguarding lead, but also know that they can make direct referral to agencies with statutory responsibilities. Leaders and staff know how to recognise behaviours that indicate poor conduct from individuals who work directly with children. They understand how to raise concerns directly to the local authority designated officer.

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Due date

ensure that the planning and implementation of the curriculum are fully understood by all staff and precisely meet the needs of individual children 31/01/2024

p.4

Due date

improve the key-person approach so that staff understand how to fulfil the role effectively and provide continuity to meet the individual needs of children consistently 18/12/2023

p.4

Due date

improve processes to monitor the effectiveness of special educational needs and/or disabilities provision delivered by staff to ensure that children have precise and meaningful actions that help them to make good progress 18/12/2023

p.4

Due date

ensure that children have regular opportunities for gross motor movement. 18/12/2023

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Setting details

Unique reference number 113510 Local authority West Sussex Inspection number 10289181 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 30 Number of children on roll 41 Name of registered person Happy Hours Pre-School Committee

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reference number

Telephone number 01293 519060 Date of previous inspection 15 November 2017

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Information about this early years setting

Happy Hours Pre-School registered in 1976 and is located in the Broadfield area of Crawley, West Sussex. The setting is open from Monday to Friday, 8.30am until 2.30pm, during term time only. There are 12 qualified members of staff, six of whom hold relevant early years qualifications at level 3. The setting receives funding for early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the pre-school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the manager and has taken that into account in their evaluation of the pre-school. n We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The inspector went on a learning walk with one of the managers to establish the priorities for the curriculum. n The inspector observed the quality of education during activities and daily routines to assess the impact this had on children's learning. n The inspector spoke with staff and children at suitable times during the inspection. n A joint observation was completed and discussed with the manager.

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Inspection activities

We carried out this inspection 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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Inspection activities

14 November 2023 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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