Happy Days Childcare

Inspection of Happy Days Childcare Ecton Brook Road, Ecton Brook, Northampton NN3 5DY

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Overall effectiveness Good

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

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The provision is good

Children flourish in this welcoming and inclusive pre-school. They enter with ease and confidence as they are greeted by friendly staff. Children confidently follow the morning routine. They hang up their coats and proudly find their name cards to self-register. Staff prioritise children's social and emotional development. They help children to identify how they feel when they arrive by asking them to select an 'emotion card'. Staff teach children the vocabulary to talk about their emotions helping to build friendly, respectful relationships.

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The provision is good

Staff are excellent role models who provide consistent routines and boundaries. They help children to resolve minor disagreements during play, as they discuss how their actions may make others feel. Children learn to behave well and show kindness and respect for one another.

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The provision is good

Outside children have fun and enjoy being physically active. Staff interact enthusiastically with children during play. Staff help children to take appropriate risks as they climb equipment and jump from heights, developing their balance and coordination. Staff provide fun experiences to encourage children to get involved, helping to develop a positive attitude to learning. For instance, staff show children how to use magnifying glasses to find bugs. They encourage children to lift heavy logs to search for bugs and they dig for worms. Children are happy and engaged in play.

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need to do better?

n The manager and staff have designed a flexible and adaptable curriculum to suit the learning needs of the children who attend. Staff focus on building upon children's knowledge and the skills they need to be ready for their next stage of learning. Staff know the children incredibly well and have clear intentions for what they want children to learn. However, at times staff do not offer enough to extend children's learning to an even higher level. n Staff motivate all children to learn, including children who receive additional funding, such as pupil premium, and children with special educational needs and/or disabilities (SEND). Staff attentively identify children who may need additional intervention. They work exceptionally well with outside agencies to ensure there is a collaborative approach to children's learning. This supports all children to make good progress from their starting points. n Communication and language are extremely well supported. Staff design

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need to do better?

activities that offer children the opportunity to learn new words through hands- on experiences. For instance, children use words such as, 'kneading' and 'cream of tartar' as they follow a recipe card to make dough. Children who speak English as an additional language make very good progress. Staff work together

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need to do better?

28 February 2024 with parents and use key words from their home language to communicate with children. Staff consistently use simple sign language and visual aids to support all children with their communication. n Staff make good use of daily routines to teach children the importance of keeping healthy and safe. For instance, children take turns to help staff to risk assess the outdoor area. Ongoing discussions and specific activities, such as food preparation, help children build a clear understanding of how to keep themselves healthy. Staff teach children about hygiene. Children help to clean and set the table and serve food. Once they have finished eating children are encouraged to wash their dishes. This helps children take pride in their pre- school and to feel valued. n The pre-school is a valued part of the community. They have excellent partnerships with parents. Parents feel involved in their child's education

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need to do better?

because staff invite them to attend sessions, such as song time and parents evening. Staff offer a lending library of resources that help parents to increasingly support children's learning at home. Parents report how managers and staff go above and beyond to offer emotional support to the whole family. Children and families who attend the pre-school are extremely happy and well supported. n The manager is enthusiastic and is dedicated to reviewing the work of the setting and offering children and their families the best care they can. She has developed effective relationships with external agencies to provide support for children and families. Additional funding is used to provide resources, such as book bags to support literacy at home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n support staff to strengthen their teaching strategies to consistently challenge and extend children's learning.

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Setting details

Unique reference number EY297068 Local authority West Northamptonshire Inspection number 10312403 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

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inspection

Total number of places 30 Number of children on roll 43 Name of registered person Happy Days Childcare Committee

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reference number

Telephone number 01604 409280 Date of previous inspection 30 April 2018

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Information about this early years setting

Happy Days Childcare opened in 1996 and re-registered in 2004. The setting employs six members of childcare staff. Of these, the manager holds an early years qualification at level 6 and five staff are qualified in early years at level 3. The provision operates for early years children during term time from 8.30am to 3.30pm, and an out-of-school club operates primarily for older children during school holidays. The setting provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic. with the provider and has taken that into account in their evaluation of the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n Children told the inspector about their friends and what they like to do when they are at pre-school. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities. n The inspector observed the quality of education being provided, indoors and

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Inspection activities

outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out joint observations of group activities with the manager. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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

28 February 2024 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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