Happy Faces Pre-school (LAMPH)

Inspection of Happy Faces Pre-school (LAMPH) Jane Garrod House, Colne Valley Road, HAVERHILL, SUFFOLK CB9 8DT

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Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Outstanding

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The provision is inadequate

The provider has failed to implement their safeguarding policy and procedures effectively. Where concerns are raised about children's welfare, they do not always act on them appropriately or swiftly enough. At times, staff are slow to identify potential risks to children. This compromises children's welfare.

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The provision is inadequate

Children enter the pre-school confidently and are greeted by the friendly staff. The environments are stimulating and inviting as children immediately become enthused in their play of choice. Specific resources meet the needs and interests of children. However, staff lack clear intentions for children's learning, and poor planning means children do not benefit from rich opportunities that build on what they already know and can do.

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The provision is inadequate

Generally, children are learning to play cooperatively. They instigate talking to each other through the 'talking tube' telephones and enjoy being immersed in imaginary role-play games. At times, staff model positive behaviours and encourage children to use sand timers to navigate turn taking. Some children, particularly those with special educational needs and/or disabilities (SEND) who struggle to manage their own behaviour, do not receive effective support from staff. Consequently, children learn some unhelpful habits, such as not cooperating or not responding to instructions.

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need to do better?

n The provider does not ensure that staff implement the safeguarding policy effectively. This means concerns about children's welfare are not reported swiftly to the appropriate agencies. Some staff do not receive appropriate training and support to help them understand their roles and responsibilities, including those relating to safeguarding and child protection. This undermines children's safety. n Staff who are less experienced are not adequately monitored and supervised closely enough by the management team. This has an impact on the quality of teaching children receive. The provider does not ensure that staff are deployed effectively. For example, they do not adequately supervise the younger children when they go to the toilet to assure their safety and welfare. n The management team demonstrate a commitment to raise the quality of care and learning. There have been notable challenges in recent times, including

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need to do better?

changes to the management and staff team. Despite this, staff express their well-being is considered and they feel valued in their role. n Children do not benefit from a well-designed curriculum that builds securely on what they know, so that they experience consistently good learning opportunities. Some staff have a poor understanding of how children learn. They do not adapt their teaching to ensure all children have an appropriate level of

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need to do better?

20 March 2025 challenge to help them make good progress. n Many parents say that staff do not know their children well enough and they are not kept informed of their child's progress. Some parents report they do not know who their child's key person is due to several changes of key person in recent times. Consequently, there is a weakness in the continuity of care and education, including for those children with SEND. Although appropriate plans are in place to help staff to deliver suitably personalised care and education to children, staff do not consistently implement them successfully. As a result, children with SEND are not achieving the best possible outcomes. n Children are beginning to develop the skills required to help them become independent in their personal care. For example, on arrival, children hang up their belongings and find their name to place on the self-registering board. Children enjoy pouring their own drinks and preparing their own snack.

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need to do better?

Sometimes, staff expect too much of younger children. This undermines children's confidence and motivation to try to do things for themselves. n Generally, children behave well. However, staff's limited knowledge of how children learn has a negative impact on children's social and emotional development. Staff's inconsistencies in managing children's behaviour leave children confused and frustrated. At times, children express their feelings in unacceptable ways.

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Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

p.3

Due date

implement effective safeguarding policies and procedures to ensure that the appropriate agencies are notified of any concerns about a child without a delay 31/03/2025

p.3

Due date

improve staffing arrangements to meet the needs of all children and ensure their safety 31/03/2025

p.3

Due date

20 March 2025 improve the key-person system to ensure that effective relationships are fostered with parents and that every child's care is tailored to their individual needs 30/06/2025

p.3

Due date

provide effective support, coaching and training to ensure all staff gain the knowledge and skills to fulfil their roles successfully and the interests of all children are promoted 30/06/2025

p.4

Due date

ensure parents and/or carers are kept up to date with regard to their child's progress and development, particularly for those children with special educational needs and/or disabilities 30/06/2025

p.4

Due date

improve arrangements for supporting children with special educational needs and/or disabilities to ensure they receive appropriate support that helps them to make the best possible progress 30/06/2025

p.4

Due date

implement a curriculum that meets all children's learning needs and offers appropriate challenge, to help them make at least good progress 30/06/2025

p.4

Due date

obtain an accurate understanding of each child's level of development and interests and use the information to plan learning experiences that are tailored to meet each child's needs. 30/06/2025

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Setting details

Unique reference number 251506 Local authority Suffolk Inspection number 10381475 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

p.5

inspection

Total number of places 24 Number of children on roll 38

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Name of registered person

Local Association For The Mentally And Physically Handicapped (Haverhill) Committee

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reference number

Telephone number 01440 762515 Date of previous inspection 17 January 2020

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Information about this early years setting

Happy Faces Pre-school (LAMPH) registered in 1997. It employs nine members of childcare staff, all of whom hold appropriate early years qualifications at level 2 or above. The pre-school operates Monday to Friday, during term time only. Sessions run from 9.15am until 3.15pm. The pre-school provides government funded early education for all eligible children.

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Inspection activities

n The manager and the inspector completed a tour of the pre-school, both indoors and outdoors, to understand how the early years provision and curriculum are organised. n The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact that this had on children's learning. n The inspector carried out a joint observation of group activities with the manager and also discussed self-evaluation. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities. n Children communicated with the inspector during the inspection. The inspector spoke with parents and carers during the inspection and took account of their views. n The inspector held a meeting with the manager and also discussed self- evaluation. The inspector looked at relevant documentation, such as evidence of the suitability of the staff working in the pre-school and a selection of other

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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

20 March 2025 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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