Happy Feet Preschool and Day Nursery

Inspection of Happy Feet Preschool and Day Nursery Community Mental Health Recovery Service, Knowle Green, Staines-upon-Thames TW18 1YA

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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 are happy and eager to start their day at this warm and welcoming nursery. Children quickly snuggle in with staff to read their favourite stories. Staff are animated with their voices as they pretend to be the different characters in the story. This helps children to develop their listening skills. All children, including children with special educational needs and/or disabilities (SEND), make good progress in their development in readiness for future learning.

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The provision is good

Leaders develop an ambitious curriculum based on what children enjoy. For example, staff use children's recent interest in builders to introduce new concepts. For instance, children transfer wooden blocks between buckets on a large weighing scale. They work together with their friends, moving blocks between the tipping buckets. This helps them to develop their problem-solving skills as they balance the weight on the scales. Children begin to understand new concepts such as weight, contributing to their early mathematical development.

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The provision is good

Staff have high expectations of children's behaviour. They have developed a clear routine for children. This helps children to know what is expected of them. Staff successfully use visual resources to help children understand and take turns. Children respond positively to staff and behave well.

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need to do better?

n Since the last inspection, the nursery has benefited from the support and guidance from outside agencies, such as the local authority. Leaders are proactive in making improvements to the nursery. For example, they embed staff supervisions. This helps leaders identify training that has contributed to raising the quality of the nursery. As such, staff have a clear understanding of the learning intentions within their curriculum, which is well sequenced to help children remember previous learning. n Staff carefully plan targeted interventions to enable children to reach their full potential. For instance, they use training to deliver sessions to help children develop their speech and language skills. Children are highly engaged. Staff introduce simple but purposeful words to help children develop their early vocabulary. This helps all children, including children with SEND, to become confident communicators.

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need to do better?

n Staff collect information from parents when children first begin, to help with planning for their individual needs. This helps them support babies' unique sleeping patterns. For instance, they follow their home routines. However, they have not yet considered ways to seek and share information with other settings that children attend, to fully support children's continuity of learning. n Staff build on what children already know and can do. For example, children

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need to do better?

21 March 2025 create ladybirds by painting half an apple and using a cotton bud to paint spots. Staff encourage children to count the number of black spots and sensitively repeat this back with the children. This helps develop children's early counting skills. n Staff are positive role models that teach children to be kind and respect their environment. They have recently taken part in training to support children's positive behaviours. Staff weave this into the children's learning. For example, children gently hold newly hatched ducklings and talk about being soft and kind. This helps children learn about treating living things with respect and care. n Staff promote children's physical development very well. They ensure that babies have ample room to cruise and develop their core muscles for later walking. Older children climb and develop their balance as they walk on large wooden wheels in the garden. Furthermore, children use various one-handed tools for

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need to do better?

painting and gluing. This helps children develop their hand muscles for later writing. n Mostly, staff promote children's independence and personal hygiene practices. For example, children pour their own drinks at mealtimes and hang their own belongings up when they start their day. However, at times, hygiene procedures are not always fully embedded in staff's practice. For example, on occasion, they do not consistently wash their hands and encourage children to wash their hands before they eat. n Partnerships with parents are strong. Staff regularly communicate with parents so they can continue their children's learning at home. Parents are extremely pleased with the help given to them and their children, to ensure that any additional support needed is accessed as soon as possible. This helps to ensure that children's individual needs are met.

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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 partnerships with other settings that children attend, to promote a consistent approach to children's learning n review and improve hygiene practices so they are understood by the staff and consistently followed, to ensure high levels of hygiene standards.

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Setting details

Unique reference number 2726105 Local authority Surrey Inspection number 10358390 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 54 Number of children on roll 70 Name of registered person Happy Feet Preschool Ltd

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reference number

Telephone number 07851969992 Date of previous inspection 12 June 2024

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Information about this early years setting

Happy Feet Preschool and Day Nursery registered in 2023 and is located in Staines- upon-Thames in Surrey. The setting operates from 7.45am until 6pm, Monday to Friday, for most of the year. There are 12 staff working with children, eight of whom hold relevant childcare qualifications at level 2 and above. The nursery provides funded early education.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n Leaders joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. 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 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 spoke to several parents during the inspection and took account of their views. 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

21 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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