Happy Days Day Nursery Thornbury

Inspection of Happy Days Day Nursery Thornbury 2 Cooper Road, Thornbury, Bristol BS35 3UP

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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

Leaders and staff provide children with a positive nursery experience. Upon starting at the nursery, leaders tailor a settling-in process to the needs of each family. This helps children to have a smooth transition and ensures that parents are happy that their children's needs are being met. This bespoke transition process continues throughout the nursery as children move to different playrooms. All children are safe and secure and very well settled.

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The provision is good

Leaders and staff create and implement a curriculum that they tailor to the needs of the children. Staff support babies to stand to activities and push walkers around the garden to develop their physical skills ready for walking. Older children develop their listening and concentration skills ready for school when they take part in a group music activity. Staff use their skills to keep children engaged and spark their excitement. Children listen to their peers, take turns and follow instructions successfully.

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The provision is good

All children respect others and build relationships with their peers. When babies notice their friend is sad, they hand them a ball and kick it back and forth to each other; babies beam with happiness. Older children play well together. They are respectful of their peers who need more support. They offer their friends toys they like and give them a hug if they see they are sad.

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need to do better?

n Leaders have worked hard though a number of changes to ensure they provide inclusive, high-quality care for children. There is a rigorous recruitment and induction procedure in place to ensure staff are suitable to work with children and that they can meet the expected standards for practice. Staff report leaders and their team support them well. Staff have attended various training opportunities to upskill their practice. For example, they have completed sing and sign training to develop early communication with the youngest children. Children and staff are happy and well supported. n Staff are good role models for children and create exciting learning opportunities for them. Babies learn to take turns when they complete a puzzle together, and staff praise their interactions. Older children learn about the world around them when they use magnifying glasses to explore bugs, and staff talk to children

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need to do better?

about what they find. Additionally, children develop their creative skills when they create structures with magnetic shapes and eagerly tell staff about their creation. n All children are very well supported. Any gaps in development are identified and strategies are put in place to help close these. Leaders provide support for the whole family to ensure they get the help they need. Leaders work closely with

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need to do better?

1 August 2024 external agencies and schools that children will be moving on to. They invite other professionals into the setting and share important information about children to ensure children get a positive start to their school life. n Children have a good awareness of the routine and expectations. For example, older children wash their hands before mealtimes and tend to their own personal care needs. However, at times, staff do not help younger children to understand rules and expectations. For example, when babies bring a ball inside and begin to kick it around the playroom, staff ask them to take the ball back outside. When babies do not respond, staff do not help them follow through with the action to help them understand the request. Additionally, when babies access climbing equipment, staff tell them to be careful but do not help babies to understand why they need to wait their turn and explain the importance of this.

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need to do better?

Staff close by support babies to keep them safe but do not help them to learn the expectations for using the equipment. n Staff value the importance of developing children's communication skills from a young age. They use Makaton alongside language to aid babies' understanding, for example. When babies want more music, they look to staff and sign and say 'more'. Staff praise their interactions and honour their request. Staff develop older children's language skills when they explore water with various different resources. Staff ask children if they can guess how many 'squeezes' of the pipette they will need to fill their cup. Children develop their number skills when they count the squeezes. Staff extend this even further when they ask children if their cup is half full or a quarter full. Children engage with excitement and are eager to give their answers.

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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 develop a more consistent approach to helping younger children understand and follow rules and expectations.

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Setting details

Unique reference number EY542365 Local authority South Gloucestershire Inspection number 10359279 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 81 Number of children on roll 108 Name of registered person Happy Days Day Nurseries Limited

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reference number

Telephone number 01454 419 911 Date of previous inspection 6 January 2022

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Information about this early years setting

Happy Days Day Nursery Thornbury registered in 2016. It is situated in the Thornbury area of South Gloucestershire. It operates from 7am to 6pm, all year round, except for bank holidays. The nursery employs 24 staff who work with the children. Twelve staff hold relevant early years qualifications from level 6 to level 2, and 12 are unqualified. The nursery currently receives early years pupil premium funding and funding for free early years education for children aged two, three and four years.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The deputy manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children told the inspector about their friends and what they like to do when they are at nursery. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of a group activity with the deputy manager. n The inspector spoke to several parents during the inspection and took account of

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Inspection activities

their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

1 August 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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