HappyWoods Bell Lane Limited

Inspection of HappyWoods Bell Lane Limited Bell Lane Youth Centre, Bell Lane, Enfield EN3 5PA

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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

Children are confident and well settled in this welcoming nursery. They are well behaved and follow the good examples set by staff. Staff know the children well and are always on hand to provide cuddles and comfort.

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The provision is good

Staff have constructed a curriculum that is child-centred. They tap into each child's interests and use previous observations of the children to help them to make good progress and achieve positive outcomes. Staff review children's next steps in learning regularly.

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The provision is good

Children benefit from a wide range of exciting experiences. For instance, they learn about where their food comes from as they grow fruits and vegetables in the garden. Children look forward to their regular yoga, Spanish, cooking and forest school sessions. Staff plan an exciting and ambitious curriculum for all, including those with special educational needs and/or disabilities (SEND), through which children make good progress in their learning.

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The provision is good

Staff support children with their communication and language development. They repeat children's words and sentences to model the correct pronunciation and add new words to extend their vocabulary. Staff ask questions while children play to help them think about what they are doing and engage them in conversation. The setting has put additional capacity/support in place for children who speak English as an additional language; it works closely with families and key workers to ensure that children are developing their English language as well as their first language.

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need to do better?

n Leaders and managers are passionate about all children achieving. They implement a curriculum that teaches children across all areas of learning. Staff deliver the curriculum through child-led and focused activities that support children to meet their next steps. n Children's mathematical understanding is well supported. Staff plan lots of opportunities for children to learn about shape and space and to use mathematical language. For example, younger children hear the words 'half' and 'quarter' when filling buckets in water play. Older children create houses out of different shapes, learning the names of the shapes as they cut and stick. Children learn to recognise numbers and count proficiently. This gives them a firm base to build on their understanding. n Mealtimes and snack times are calm and enjoyable experiences that are filled with opportunities to learn. This helps children to develop good social skills.

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need to do better?

Children are supported to learn about how to lead a healthy lifestyle. Staff talk to children during activities about the impact of food on their bodies, such as the

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need to do better?

17 September 2024 effect that sugar has on their teeth. n Staff provide regular opportunities for children to access fresh air and exercise. Children show enjoyment as they play in the outdoor environment. They enthusiastically join in with a range of activities, such as balancing on planks. This helps children develop their physical skills. n Children benefit from clear, embedded routines and respond to them well. For example, they scrape their plates after snack time and know where to hang their coats when they come in. However, there are some inconsistencies in the arrangements to promote all children's independence and self-reliance skills. Children do not always receive encouragement to try to complete tasks for themselves, for example not being encouraged to wipe their own noses or put their own shoes on. n Staff provide positive behaviour strategies. When children need to receive reminders about the rules, staff explain the reasons behind them. This ensures

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need to do better?

children understand why the rules are in place and learn how to self-regulate their behaviour. As a result, children know staff's expectations of them and behave well. Children play cooperatively with each other, share and take turns with minimal support. n Leaders and managers are dedicated to giving every child the best possible nursery experience. They are highly reflective and have an accurate oversight of the quality of provision. They have already identified some minor areas that require improvement and have plans in place to enhance the provision. Staff say that they feel supported and that their well-being is a priority. n Parents say that staff are supportive and welcoming and that children enjoy their time at the nursery. However, not all parents receive the information about their children's next steps and what they have done that day. That said, parents are uniformly happy with the setting.

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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 recognise when children can attempt to do things for themselves, to support their developing independence skills further n build on the good partnerships with parents to ensure that all parents fully understand the next steps planned for their child and feel reassured about their child's day.

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Setting details

Unique reference number 2774659 Local authority Enfield Inspection number 10356424 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 38 Number of children on roll 17 Name of registered person HappyWoods Bell Lane Limited

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reference number

Telephone number 07598020789 Date of previous inspection Not applicable

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Information about this early years setting

HappyWoods Bell Lane Limited registered in 2024. The setting employs eight members of childcare staff. Of these, six hold appropriate qualifications. The setting is open from 8.30am to 3.30pm, Monday to Friday, term time only.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children spoke 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 Staff spoke to the inspector about how they support children with SEND. n The inspector spoke with the nominated individual about the leadership and management of the setting. n The manager and the inspector carried out a joint observation during snack time. 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

17 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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