Happy Tree Academy

Happy Tree Academy

Unique reference number (URN): 2743621 Address: THE NORTHWOOD CLUB, 20 CHESTNUT AVENUE, NORTHWOOD, HA6 1HR Type: Childcare on non-domestic premises Registered with Ofsted: 15/08/2023 Registers: EYR Registered person: Happy Tree Academy Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

All children make excellent progress from their individual starting points. This includes children with special educational needs and/or disabilities, who achieve very well due to the early identification of needs and carefully planned support. Children are highly motivated and deeply engaged in their learning. During outdoor time, they explore the natural environment with curiosity and sustained focus. Children confidently explain their thinking, for example, when discussing why parts of the garden rest during winter or when talking about seasonal changes and hibernation.

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Achievement Strong standard

Children extend their vocabulary, build their understanding and develop independence. They show pride in what they know and can do and are eager to share their point of view. All children are very well prepared for their next stage of learning, including the transition to school.

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Behaviour, attitudes and establishing routines Strong standard

Children show through their attitudes to learning, behaviour and enthusiasm that they view the setting as 'their own'. They demonstrate that they feel totally safe, secure and welcome. This enables children to take part in, and to make the most of, the high-quality learning opportunities on offer. Children are confident and comfortable with daily routines, and their behaviour is consistently positive. Leaders work closely with parents to promote children's attendance and punctuality. As a result, children do not miss valuable learning opportunities and develop positive habits for the future.

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Behaviour, attitudes and establishing routines Strong standard

Staff act as strong role models, guiding children to reflect on their actions and encouraging them to work as a team. They thoughtfully adapt routines so that all children are fully included. The setting's excellent culture of care, collaboration and trust helps children to build positive relationships with staff and each other. Children show high levels of emotional maturity and care for others and the environment. They play harmoniously, take turns and cooperate during activities. Children confidently converse with visitors, showing empathy for living things and an excellent understanding of why it is important to be gentle with each other.

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Children's welfare and wellbeing Strong standard

Staff place children's welfare and emotional wellbeing at the centre of everything they do. They build warm and trusting relationships with children. Staff create a calm and nurturing environment, where children feel safe, secure and valued. Children demonstrate emotional security, confidence and a strong sense of belonging. They seek support when needed and show positive relationships with their peers and adults.

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Children's welfare and wellbeing Strong standard

Leaders place a high emphasis on children's emotional development and resilience, supported through the consistent use of specific schemes. Children are supported to recognise and express their emotions, develop empathy and regulate their behaviour. This approach is particularly effective for children with special educational needs and/or disabilities, who benefit from consistent strategies and predictable routines.

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Children's welfare and wellbeing Strong standard

Staff promote children's physical development through daily energetic play, time outdoors and discussions around healthy eating. They encourage children to be independent and to manage their self-care from a young age. As a result, children thrive in an environment that supports their emotional and physical wellbeing. Excellent partnerships with parents and carers ensure continuity of care and contribute positively to children's wellbeing.

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Curriculum and teaching Strong standard

Leaders deliver a broad and well-sequenced curriculum that is firmly rooted in each child's uniqueness and reflects a strong understanding of how children learn. Staff skilfully assess what children know and can do and adapt teaching to meet children's needs, closing any gaps in their development quickly.

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Curriculum and teaching Strong standard

Staff consistently use skilled questioning, descriptive language and shared thinking to deepen children's understanding during everyday routines and activities, such as circle time and snack time. For example, staff support children to observe and discuss their own experiences during a circle time that staff plan to teach children about oral health. They encourage children to think about what the 'brown bits' on their teeth might be after meals. Through open-ended questioning and group discussion, children share their own ideas about 'germs' and what 'rotten' means. Staff build on children's thinking and explain concepts such as 'decay'.

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Curriculum and teaching Strong standard

Staff support children's mathematical development with purpose, using everyday routines and play. They count together at circle time, talk about numbers while completing jigsaw puzzles and explore quantity and measure during sensory play.

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Curriculum and teaching Strong standard

Children with special educational needs and/or disabilities access the same curriculum as their peers. Staff make tailored adjustments and use targeted strategies, such as visual support, British Sign Language and repetition. Leaders monitor staff's practice closely. They reflect regularly with staff to ensure that the curriculum remains ambitious, inclusive and impactful.

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Inclusion Strong standard

Leaders have established a very inclusive culture, where children's individual needs are identified early and extremely well supported. They demonstrate a secure understanding of how they would use early years pupil premium and additional funding strategically, to support those children who needed it most. Leaders prioritise staff's ongoing training to ensure they have the knowledge and skills to deliver the curriculum in ways that remove barriers and help all children to make progress from their starting points.

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Inclusion Strong standard

Staff work in very close partnerships with parents, carers and professionals to understand how best to tailor and adapt the provision to meet children's specific needs. This collaborative approach enables staff to deliver targeted interventions, such as small-group communication and language sessions and sensory regulation strategies. Staff regularly review the impact of these interventions and adapt them swiftly where needed. Families describe the setting as a safe, supportive and inclusive space where their children thrive.

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Inclusion Strong standard

Staff tailor opportunities for children with special educational needs and/or disabilities seamlessly to accommodate their ability and pace. Staff expertly adapt their approach during activities, such as singing or skilfully using British Sign Language. This enables all children to take part, build their confidence and enjoy being fully involved in the setting's life. This inclusive practice is typical across the setting and consistently implemented by all staff. Children feel valued and listened to when they express how they are feeling about particular aspects of the session. As a result, all children are extremely happy and acquire the skills needed for their next step in learning.

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Leadership and governance Strong standard

The setting benefits from a forward-thinking and highly skilled leadership team. Leaders work with perseverance to ensure that all children receive a high level of education and care and are ambitious for all of them. Leaders work hard to build positive and effective relationships with parents and carers and external professionals to support children to thrive, regardless of their starting points, backgrounds or abilities. They share a clear vision and place children firmly at the centre of every decision they make.

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Leadership and governance Strong standard

Leaders reflect on the effectiveness of their provision. They identify improvements needed and work towards them, such as enhancing children's outdoor learning experiences or introducing specific programmes to strengthen their personal, social and emotional skills.

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Leadership and governance Strong standard

Leaders have consistently high expectations for staff. They provide effective support and mentoring to ensure that staff keep deepening their professional knowledge and skills. As a result, staff are well equipped to reduce barriers to children's learning and support children to make excellent progress. Staff value feedback and use it purposefully to improve their practice. They benefit from relevant training that ensures they have the knowledge and understanding to meet children's specific needs and have a highly positive impact on children's learning. In addition, leaders pay careful attention to staff's wellbeing and workload. This contributes to a harmonious and highly respectful working environment.

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What it's like to be a child at this setting

Children are confident and happy to attend this welcoming and inclusive setting. They form secure relationships with staff, who know them well and respond sensitively to their individual needs. Children feel safe and valued and approach adults with ease when they need comfort, reassurance or to share their ideas and achievements. Children enjoy a calm, purposeful environment where routines are predictable and support their growing independence. They confidently manage everyday routines, such as accessing snacks and water, making choices in their play and caring for their environment.

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What it's like to be a child at this setting

Children are proud of their setting and eagerly invite adults into their play. They confidently explain what they are doing and what they know. Staff prioritise children's communication and language. Children engage in meaningful conversations with one another and with staff. Staff skilfully extend children's language. They introduce new vocabulary and encourage children to express their thoughts. Children show curiosity and enthusiasm when exploring the natural environment, using tools such as magnifying glasses to investigate and discuss their discoveries.

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What it's like to be a child at this setting

Children who face barriers in their learning and wellbeing are fully included. They participate in the curriculum and enjoy all aspects of the setting's life with their peers. Staff adapt their communication and the experiences on offer. This ensures that all children can access the curriculum and feel a strong sense of belonging. Children demonstrate excellent behaviour, curiosity and a positive attitude towards their learning. They are well prepared for their next stage of learning and development.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, and those who may face other barriers to their learning and/or wellbeing.

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Address:

THE NORTHWOOD CLUB 20 CHESTNUT AVENUE NORTHWOOD HA6 1HR

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Happy Tree Academy Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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About this inspection

The inspector spoke with the provider, staff, parents and carers, children, the special educational needs coordinator and those with designated safeguarding roles during the inspection.

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About this inspection

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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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