Happy Days Truro City

Inspection of Happy Days Truro City College Road, Truro, Cornwall TR1 3XX

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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

Staff have created a warm, home-from-home environment where children are safe and secure. Children enter the nursery with joy, eager to find their friends. Staff focus on helping children's emotional and social growth. They understand that strong relationships are key to children's learning and development. Happy and curious, children often invite staff to play alongside them. In the outdoor area, toddlers run around with the staff. They build coordination skills and learn what it feels like to be out of breath. Babies find comfort in cuddles with staff. They smile as they play with sand, developing their senses and enjoying its feel between their fingers.

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The provision is good

The curriculum is good, with a strong focus on nurturing children's individual creativity and imagination. Staff help pre-school children play a game. They guess the name of an animal from clues, like 'an animal with two long legs and wings'. Staff speak in a way that children understand. They enthusiastically use their voices to engage children who eagerly join in the game, pretending to be the animal they guessed. Children move their arms and legs like the animal. For example, they flap their arms and run to pretend they're flying like a bird.

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need to do better?

n Toddlers and pre-school children are good communicators and eagerly explain what they know and can do. In daily 'sign and sing' sessions, staff help babies learn sign language and improve communication. Babies join in with enthusiasm, moving to the music and copying the signs. Toddlers explain with pride that they are creating potions from water, lemon and mint. They build hand strength by squeezing water into pipettes. Then, they pour it between containers. n Staff have created a curriculum that prepares children for their next learning stage. Staff help children of all ages develop a love of books and read to children often, helping them understand experiences beyond their own. However, pre- school activities are not always well planned and implemented. For example, when children try to cut up fruit for snack, most struggle with the task. Children tell staff, 'I cannot do this', but staff respond, 'It is ok, you have tried your best,'

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need to do better?

without showing or helping them to achieve the task. As a result, children do not make the best possible progress in their learning and development. n There is a strong emphasis on teaching children to be independent. Older children hang up their coats and bags themselves. Staff guide pre-school children in developing personal skills, such as recognising when they need to wipe their noses. Older babies pour their own drinks, which helps build their hand strength and coordination. n Children are curious and eager learners. They concentrate well and listen to instructions. When staff explain that children should wear a hat in the sun, they

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need to do better?

15 August 2025 keep them on. However, when children have trouble sharing or taking turns, staff sometimes say 'share' without explaining why. Staff do not always help children understand how their behaviour affects others. n Staff help toddlers understand mathematics. For example, they count down from five during favourite songs. Children learn about sequence and shape by completing wooden puzzles with staff's support. Toddlers learn to recognise the numbers one to four. They explore quantity by making balls of dough that match the numbers on a board. n Staff report that they are happy in the team, and that they feel supported by leaders and valued in their roles. Staff take regular training courses. A recent course boosted staff's confidence in reviewing and reflecting on their skills. Staff say this positively affects their teaching and improves outcomes for children. n Parents' feedback is positive. Parents say communication is effective and that

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need to do better?

they feel well informed about children's activities. Staff guide parents on childcare issues, such as toilet training. Parents recommend the nursery to others.

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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 the planning and support of pre-school activities, helping children persevere with challenges and make even better progress n support children to understand how their behaviour impacts on others.

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Setting details

Unique reference number EY313724 Local authority Cornwall Inspection number 10414814 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 71 Number of children on roll 142 Name of registered person Happy Days South West Limited

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reference number

Telephone number 01872 261 519 Date of previous inspection 10 May 2022

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Information about this early years setting

Happy Days Truro City registered in 2005 and is adjacent to Truro College on the outskirts of the city of Truro, Cornwall. The nursery is open each weekday from 7am to 6pm for 51 weeks of the year. There are 27 members of staff employed to work with the children. Of these, 22 staff members hold an appropriate childcare qualification at level 3, two hold level 2 qualifications and three are unqualified. The nursery provides government-funded places for childcare.

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Inspection activities

n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this is having on the children's learning. n The manager and the inspector completed a learning walk of the setting. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The children spoke with the inspector during the inspection. n The manager and the inspector carried out a joint observation of an activity, and they evaluated this together. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting. n Parents shared their views of the setting with the inspector.

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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

15 August 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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