Happy Kidz Pre-School and Day Nursery

Inspection of Happy Kidz Pre-School and Day Nursery St. Johns Church, St. Johns Road, Ilford IG2 7BB

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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 Not applicable

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The provision is good

Staff provide a warm greeting as children arrive at this secure and spacious setting. Children come in happily and make choices about what they wish to play with. Staff have built secure relationships with children and interactions are warm and reassuring. They skilfully engage in child-led play to model language and enhance learning. For example, children choose to build a train track together and staff support this play, encouraging children to take turns to extend the track.

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The provision is good

Staff value each child as an individual and tailor the curriculum to reflect this. They know their key children well and can discuss their progress and next steps with confidence. They plan learning around this knowledge, using children's interests and next steps to design activities that meet these needs. Over time, children make good progress from their individual starting points.

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The provision is good

Staff work together to deliver consistent and predictable routines. They use a small bell to signify a change in routine and visuals to support discussions around rules. These simple strategies help children to understand what is expected of them and promote positive behaviour. Staff are highly observant and quick to step in when children need them, for example offering comfort to settling children or helping children to share resources.

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need to do better?

n Leaders and staff prioritise developing the skills that children need to be ready for school. They place an appropriate focus on building children's communication and language skills. Staff constantly model language to children, narrating as children play and repeating key vocabulary. For instance, staff engage with children as they enjoy pouring and emptying containers in the water tray, repeating key words such as 'full' and 'empty'. Over time, children become more confident communicators. n Staff have effective strategies in place to support the high number of children who speak English as an additional language. For example, they have pictures of different foods on the snack table to enable all children to engage in talk about healthy eating. As such, children who speak English as an additional language make quick progress, particularly in their understanding of the language. n The manager understands the importance of reading with young children. He

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need to do better?

has used additional funding to purchase books to go home with children to promote reading together at home. Staff recently took children on the bus to the local library and explained this was to excite children about reading. They engage children in daily story time and read age-appropriate books with enthusiasm. This supports young children to develop a positive attitude towards reading.

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need to do better?

9 September 2024 n The special educational needs coordinator (SENCo) understands the importance of early intervention for children with special educational needs and/or disabilities (SEND). Staff are quick to identify children with gaps in their development and to start discussing these with parents. The SENCo then works with parents and other professionals to develop strategies that support all children to access the curriculum. For example, staff make good use of sensory toys and attention-building games. Children with SEND make good progress from their individual starting points. n Staff encourage children to develop healthy habits. At snack time, children choose from a range of healthy foods and pour their own water or milk. Staff share information with parents about healthy lunches and appropriate portion sizes. They take children outside for fresh air and exercise as part of their daily routine. However, the outside area is poorly resourced. For example, there is a

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need to do better?

mud kitchen, but it has no resources to support imaginative play. This limits the learning opportunities available outside, despite the knowledge that many children do not have access to gardens at home. n Staff understand the importance of working in partnership with parents. They offer daily feedback about their child's care and development. They signpost parents to support that is available locally and offer advice on areas such as toileting and healthy eating. Parents share that they are happy with the setting and that settling procedures are a strength, as staff are flexible to meet the needs of individual children.

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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 improve the learning opportunities available in the outside area.

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Setting details

Unique reference number 2677769 Local authority Redbridge Inspection number 10362536 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 50 Number of children on roll 6 Name of registered person Happy Kids Ink Limited

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reference number

Telephone number 07387360500 Date of previous inspection Not applicable

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Information about this early years setting

Happy Kidz Pre-school and Day Nursery registered in 2022. It is located in the London Borough of Redbridge. They are open Monday to Friday from 9.30am to 3.30pm. They employ four members of staff, of which three hold relevant childcare qualifications at level 2 or above.

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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 their children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The SENCo spoke to the inspector about how they support children with SEND. n The inspector observed the interactions between staff and children. 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

9 September 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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