Smiley Faces Childcare

Inspection of Smiley Faces Childcare Tumbletotz, 10 Grove Street, Boston PE21 6TL

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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 Requires improvement

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The provision is good

Children approach their learning with enthusiasm. This is seen outdoors, where staff help children to kick and throw a ball with accuracy. Children willingly respond to staff's interactions, kicking the ball back and forth with them. Staff invite other children into the game, which helps to develop all children's social skills as they play as part of a team. Next, staff challenge children to throw the ball into a wheelbarrow. Children struggle slightly but show their resilience as they persist and go on to successfully achieve the task.

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The provision is good

Children enjoy the company of their friends. They chatter among themselves at snack time, talking about what they are eating as they pass bowls of fruit around the table. Staff skilfully repeat what children have said to subtly correct their mispronunciations. This helps to develop children's language and communication skills. Children practise using their small finger muscles to peel pieces of banana, which staff have cut into appropriately-sized pieces so children do not choke when they eat. Children learn how to be hygienic and promote everyone's good health. They follow staff's instruction to 'catch their cough' by raising their hand in front of their mouth.

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need to do better?

n Leaders and managers have taken appropriate action to improve the quality of care and education that children receive. They make sure there is always a qualified first aider on site. Leaders and managers have identified and addressed the previous weaknesses in staff's practice. This means that staff can now confidently deliver the setting's curriculum. n Staff make accurate assessments of children's development. They use this information to help children continually build on what they already know and can do. For example, during a cutting activity, staff recognise that some children can successfully use chunky scissors. To help these children develop their cutting skills further, staff provide different scissors that require the children to use more precision. This adaptation helps children to make swift progress in their development. n For the most part, staff consider children's individual learning needs when they

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need to do better?

plan activities. For example, they intend for some children to practise their pouring skills when they play with water and containers, while other children are supported to learn new mathematical language about capacity. However, this is not always the case when staff plan group activities, such as welcome time. During these times, some children lose interest and start to show unwanted behaviours because they are bored or do not understand what is being discussed. n Staff use routine activities, such as mealtimes, to support children's continuous

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need to do better?

2 December 2024 learning and personal development. For instance, they make sure children wash their hands before they eat, which promotes their good health. Staff support children to pour their own drink from a jug, which helps children become independent and look after their own care needs. n Staff use effective ways to support children's social development. For example, they explain that taking turns allows all children the chance to play with a particular toy. Staff offer lots of praise when reluctant children offer their friends a turn at using the toy. This motivates the children to repeat this positive behaviour. Children then continue to independently pass the toy between themselves, enjoying each other's company and successfully negotiating their play. n Leaders and managers have systems in place to share information with parents and carers, but they have not made sure that all parents and carers understand

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need to do better?

the content or access the information. This means that some parents and carers do not know information about their children's care and education, such as who their child's key person is, or what their child is learning so that they can support this further at home. n Leaders and managers act quickly when staff have concerns about emerging gaps in children's learning and development. They involve relevant specialist services and the child's parents to agree a plan of support. This means that children receive the help they need without delay.

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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 develop more effective methods of communicating with parents and carers so that they fully understand information about their child's care at the setting and what they can do to help their child's learning and development further at home n support staff to adapt their planning of group learning times to make sure all children's learning and development needs are continually met.

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Setting details

Unique reference number 2724522 Local authority Lincolnshire Inspection number 10375447 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 24 Name of registered person Goddard, Sandra

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reference number

Telephone number 07851087643 Date of previous inspection 11 June 2024

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Information about this early years setting

Smiley Faces Childcare registered in 2023 and is located in Boston, Lincolnshire. The nursery employs four members of childcare staff, who all hold appropriate early years qualifications at level 2 and above. The nursery opens from Monday to Friday, all year round, except for bank holidays. Sessions are from 6.30am to 6pm. The nursery provides funded early education.

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Inspection activities

n The manager and the inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n The children confidently communicated with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this has on the children's learning. n The inspector carried out a joint observation with the manager. n The inspector spoke to three parents during the inspection and took account of their views. n The inspector spoke to staff at appropriate times during the inspection. 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

2 December 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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