Happytots

Inspection of Happytots 2-4 Blackfriars, Rushden, Northamptonshire NN10 9PQ

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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 are happy and secure at this cosy and calm pre-school. Staff create a welcoming and well-resourced environment, inside and outside. This motivates children to explore and make choices in their play. Children's emotional development is well supported. Staff offer warm and responsive care that helps children to gain confidence and develop secure attachments.

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The provision is good

The curriculum is sequenced to ensure children continue to build on what they already know and can do. For example, when painting, children confidently name the colours they use. Staff extend children's knowledge, showing them what happens when they mix prime colours. Outside, children practise their balance and coordination skills as they negotiate an obstacle course. Children's interest in minibeasts is ignited as staff help them to search for insects in the garden. Children learn the names of different insects as they use a photo checklist and identify what they have found. Staff praise them for their achievements. This boosts children's self-esteem, giving them a sense of pride and accomplishment. Children learn to behave well and share with their friends with the guidance of the caring staff. Staff play alongside children, engaging them in conversations and supporting their developing language. This encourages children to join in activities for extended

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The provision is good

periods and helps them to develop a positive attitude to learning.

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need to do better?

n The curriculum is well balanced and focuses clearly on what children need to learn next. Staff demonstrate a secure understanding of the curriculum and provide activities that meet children's individual learning needs. The implementation of this knowledge is reflected in the progress children make during their time at the pre-school. This includes children with special educational needs and/or disabilities and children who speak English as an additional language. n Overall, the pre-school works in partnership with parents. Staff share information about children's progress using daily handover discussions and a summary of each child's development. However, although there are strategies to share this information, these are not always effective for all parents. Consequently, information regarding the pre-school's healthy eating policy and how parents can continue to support their children's learning at home is not always clear.

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need to do better?

n Staff support children to understand the importance of a healthy lifestyle. For example, children are provided with healthy snacks, such as fruit and water. Staff help children to grow strawberries in the garden, helping them gain an understanding of where food comes from. Children enjoy taking part in activities around oral health, such as using toothbrushes to clean the model teeth. n Staff promote children's independence skills very well. For instance, they

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need to do better?

6 September 2024 encourage children to serve their fruit at snack time, select their resources and help to tidy up toys. Staff support children to tend to their own care needs, such as wiping their noses and washing their hands. n Communication and language are well promoted. Staff adapt their language to reflect the age and stage of the children they are talking to. Children enjoy lots of songs and stories that help them hear and learn new words. Visual aids are used alongside words to support children who speak English as an additional language and those who need additional support. n Mathematics is woven into everyday activities. As children play, staff extend learning. For example, they introduce positional language, such as 'under', 'over' and 'behind'. Staff count out loud, encouraging children to copy. They help children recognise numbers, shapes and sizes as they play. n Staff support and promote children's behaviour well. Children learn to behave

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need to do better?

well, and when minor disagreements happen staff are there to help resolve them. They use the language of emotions regularly to help children gain an understanding of their actions. For example, staff explain that it makes their friends sad when they are splashed with water. n Staff are given opportunities to further their continuous professional development to help enhance their teaching skills and practice. Managers use supervision meetings to identify any training needs. The well-being of staff is well supported, and staff say they are happy in their roles.

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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 strengthen communication with parents so all parents are aware of the pre- school policies and understand how to continue children's learning at home.

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Setting details

Unique reference number 219912 Local authority North Northamptonshire Inspection number 10351638 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 24 Number of children on roll 17 Name of registered person Walker, Colleen Ann

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reference number

Telephone number 01933 410700 Date of previous inspection 3 October 2018

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Information about this early years setting

Happytots registered in 1992 and is located in Rushden, Northamptonshire. The pre-school employs five members of childcare staff. All hold relevant early years qualifications at level 2 or above. The pre-school opens from Monday to Friday, during term time. Sessions are from 9am until 3pm. The pre-school 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 deputy manager and the inspector completed a learning walk together and discussed the early years curriculum. 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 and the deputy manager carried out joint observations of group activities. n The inspector spoke to several parents during the inspection and took account of their views. 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

6 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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