Happy Kidz

Inspection of Happy Kidz 687-689 Holderness Road, Hull HU8 9AN

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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 develop strong relationships with staff and their peers at the nursery. Babies actively explore the environment. Staff provide sensitive support to encourage them. This helps babies feel safe and form strong bonds with their key person. Parents comment on the excellent relationship they have with their child's key person. This supports good partnerships with parents at the nursery. Older children enjoy helping each other. For example, as they use the climbing frame, they praise their friends when they reach the top. This supports children's personal, social and emotional development.

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The provision is good

Staff plan a range of learning experiences which ignite children's interests. Children develop their independence as they choose what they would like to do. Staff carefully build on children's learning as they play. For example, when younger children show an interest in using the scissors, staff demonstrate how to cut the paper. Children then have a go. They keep on trying and show pride in what they have achieved. In the garden, children develop their physical skills as they learn how to blow bubbles with the bubble wand. They delight in running to pop the bubbles. This helps children to make good progress in their learning and development.

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need to do better?

n Leaders have high ambitions for children in the nursery. They design the curriculum to build on what children know and can do. They consider children's individual interests as they plan for their learning. For example, younger children show an interest in holidays. Leaders plan the story and song to build on this interest. All children, including those with special educational needs and/or disabilities (SEND), are active in their learning. n Children develop their emotional well-being. They start to learn the skills to manage their own feelings and behaviours. They play alongside each other from a young age. Staff sensitively support children to follow the routines and boundaries at the nursery. This supports children's good behaviour. n Children are developing their independence throughout the nursery. For example, children learn skills to serve their own food. Older children use the serving spoons confidently. Staff think carefully about the skills children need as

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need to do better?

they move on to school. This helps children to be prepared for the next stage in their learning. n Children develop a love of books. They gather and find a comfortable place to listen to a story. Staff engage children as they tell stories. Older children identify the title of their favourite story as they look at books independently. This supports children's communication and language skills. n Staff talk with children as they play. They build on children's play to help them to

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need to do better?

8 August 2024 progress to the next stage in their learning. There are times when staff do not provide enough time for children to fully develop their thinking skills. For example, staff provide the answer as children try to put their shoes on the wrong feet. This does not allow children enough time to problem-solve and find their own answer. n Parents speak highly of the nursery. They are happy with how well their child has settled in. They enjoy hearing about their child's day and the progress they are making at the nursery. Parents also comment on the support they receive from staff and leaders to help their child make the best possible progress. n Leaders reflect on what is working well and what improvements they are making in the nursery. They know staff well and support their well-being. Staff have regular meetings to help them in their practice. They praise the support they receive. As a result, the team works well together.

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need to do better?

n Leaders encourage staff to develop professionally by offering a range of training. However, leaders do not always identify the most appropriate training to further develop individual staff practice. As a result, staff are not always clear on what they would like to achieve next to develop their skills further.

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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 provide more time for children to problem-solve and develop their thinking skills before giving an answer n further develop staff supervision arrangements so that training and development needs are identified which will most effectively extend staff's practice.

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Setting details

Unique reference number EY356796 Local authority Kingston Upon Hull City Council Inspection number 10351635 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 48 Number of children on roll 46 Name of registered person Happy Kidz Limited

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reference number

Telephone number 01482 377566 Date of previous inspection 2 October 2018

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Information about this early years setting

Happy Kidz registered in 2007. The nursery employs 12 members of childcare staff, all of whom hold appropriate early years qualifications at level 3 or above. The registered provider holds early years professional status. The nursery opens from Monday to Friday all year round, except for bank holidays and one week at Christmas. Sessions are from 7am until 6pm. The nursery 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 nursery 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 leadership team joined the inspector on a learning walk and talked to the inspector about its curriculum and what it wants the children to learn. n Children spoke to, or communicated with, the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual and manager about the leadership and management of the nursery. n The special educational needs coordinator spoke to the inspector about how they support children with SEND. 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 a joint observation of an outdoor activity with the manager. n Parents shared their views of the nursery with the inspector. 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

8 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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