Happy Days Day Nursery Abbey Meads Swindon

Happy Days Day Nursery Abbey Meads Swindon

Unique reference number (URN): EY560931 Address: Abbey Meads Village Centre, Elstree Way, Swindon, Wiltshire, SN25 4YX Type: Childcare on non-domestic premises Registered with Ofsted: 22/05/2018 Registers: EYR, CCR Registered person: Happy Days Day Nurseries 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 Expected standard

Children make stage-appropriate progress across all areas of learning and develop the skills they need for future learning, including school. Babies build physical confidence as they climb stairs, explore slides and engage in sensory and outdoor activities.

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Achievement Expected standard

Children of all ages are socially confident, communicate effectively and sustain concentration. Older children demonstrate curiosity and reasoning, asking thoughtful questions during play, while engaging in imaginative activities such as role-playing and negotiating in creative games such as making and selling pretend ice cream. Babies and toddlers develop independence and personal care skills, feeding themselves at mealtimes and drinking from open cups.

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Achievement Expected standard

Children with special educational needs and/or disabilities and children who speak English as an additional language make progress from their starting points. Children achieve well, display confidence and are prepared to thrive in their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have established a positive and welcoming environment where expectations for behaviour are clearly understood and consistently modelled by staff. Children respond well to these expectations, showing kindness, respect and consideration for their peers. Practitioners build trusting relationships with children, providing reassurance, encouragement and guidance that supports children's emotional security and confidence. Babies demonstrate sustained focus during activities, such as watching bubbles float and trying to catch them, while older children engage enthusiastically in group and imaginative play, learning to share, negotiate and collaborate effectively with others.

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Behaviour, attitudes and establishing routines Expected standard

Leaders recognise the importance of attendance and punctuality in supporting children's progress and work closely with families to promote regular attendance, helping children benefit fully from the learning opportunities available. Staff carefully consider children's age, stage of development and individual needs and circumstances when supporting them to maintain the setting's expectations. Staff offer guidance, praise and gentle reminders tailored to each child, helping them understand how their behaviour affects others and to develop positive social skills.

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Behaviour, attitudes and establishing routines Expected standard

Leaders should further enhance expectations for what children can achieve, including encouraging them to tidy resources to maintain inviting learning areas. Embedding daily routines consistently will further strengthen children's independence, focus and positive attitudes to learning.

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Children's welfare and wellbeing Expected standard

Leaders establish clear procedures that support children's welfare, wellbeing and mental health. These procedures are understood by staff and implemented across the setting. Staff create a welcoming, safe and nurturing environment where children settle quickly, enter the nursery happily and engage positively with staff and their peers. Babies and toddlers show joy and confidence in exploring their surroundings, supported by attentive and responsive practitioners.

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Children's welfare and wellbeing Expected standard

Hygiene and personal care routines are well embedded, and children develop increasing independence. For example, toddlers confidently collect tissues to wipe their noses. Leaders ensure that children enjoy a healthy, balanced and nutritious diet, while daily opportunities for exercise and active play support physical development and build lifelong healthy habits. Care, including sleep routines, is tailored to meet the individual needs of children, helping them feel safe and secure. Children of all ages are guided to explore and understand their emotions.

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Children's welfare and wellbeing Expected standard

Children with special educational needs and/or disabilities and children who are disadvantaged benefit from trusting relationships with staff, which foster a sense of belonging and emotional security. Children's wellbeing is promoted effectively. They develop resilience and confidence, and they are able to thrive socially, emotionally and physically in a safe and inclusive environment.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the curriculum and teaching in their setting and have a clear action plan to bring about further improvement. They have developed an ambitious curriculum that is generally well taught, and its intent is consistently shared with staff. Practitioners know what they want children to learn and be able to do, and they use ongoing assessment to track progress and inform next steps in learning.

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Curriculum and teaching Expected standard

The curriculum is carefully sequenced to enable children to recall prior learning and embed new knowledge through purposeful practice. This ensures that children develop the knowledge and skills they need for future learning, including readiness for school. Children with special educational needs and/or disabilities and those who are disadvantaged receive tailored support and adaptations to ensure full access to the curriculum. For children who speak English as an additional language, targeted interactions, resources such as a lending library and a wide variety of bilingual books support language development and inclusion.

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Curriculum and teaching Expected standard

Staff plan teaching with a focus on mathematics, literacy and physical development for all ages. Babies practise hand–eye coordination with stacking toys, and toddlers climb and balance on an obstacle course. Pre-school children engage in structured group games to develop social skills. Personal, social and emotional development is embedded across all rooms, helping children feel safe, secure, happy and confident to explore and learn.

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Inclusion Expected standard

Leaders identify and assess most children's individual needs at the earliest opportunity. Staff gather detailed information from parents before children start and complete accurate baseline assessments. They observe children closely to identify emerging needs promptly, including for children with special educational needs and/or disabilities, disadvantaged children and those known (or previously known) to children's social care. Children who speak English as an additional language receive impactful support and make significant progress.

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Inclusion Expected standard

Leaders take strategic action to reduce barriers to learning and wellbeing. They implement the graduated approach, and staff make reasonable adjustments, adapt activities and use inclusive practices to ensure that children can participate fully. Leaders monitor children's progress regularly and review the impact of support, adapting provision as needed. They use early years pupil premium funding purposefully to provide targeted interventions and enriched experiences for disadvantaged children. Leaders generally work closely with families and external professionals to shape tailored support.

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Inclusion Expected standard

To further strengthen practice, leaders should ensure that support strategies consistently make a clear and demonstrable difference to all children's outcomes. They need to embed greater consistency in how staff identify, monitor and address barriers to learning so interventions are sharply focused and their impact clearly measured, enabling all children to make the strongest possible progress.

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Leadership and governance Expected standard

Leaders have a clear understanding of the setting's context and its strengths and areas for development. Decisions taken are in the best interests of all children. Recent changes in management have created a period of transition for staff. However, leaders have implemented effective strategies to support them through this change. Staff wellbeing is prioritised, and practitioners report enjoying their roles and feeling confident in their responsibilities.

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Leadership and governance Expected standard

Leaders provide regular and relevant training, mentoring and support to ensure that staff are equipped to deliver high-quality care and learning. They monitor workloads carefully and take swift action to maintain manageable responsibilities. When staff absences occur, leaders bring in practitioners from other settings within the nursery group to maintain consistency in children's care. Staff feel supported, understand their roles clearly and benefit from opportunities to share good practice across the wider setting.

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Leadership and governance Expected standard

Leaders maintain relationships with parents and external agencies to support children's learning, development and wellbeing. While engagement with parents is established, communication could be further enhanced to strengthen partnerships and ensure that families are fully included and involved in their child's progress. Leaders have an appropriate development plan in place and continue to focus on embedding improvements to support staff, children and families effectively.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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

Children thrive in this welcoming and nurturing setting, where they feel safe, valued and eager to learn. From the moment they arrive, staff greet them warmly and establish secure routines that help children settle quickly. Leaders promote attendance by working closely with families, emphasising the importance of regular participation and following up promptly on absences. As a result, children attend consistently and benefit fully from the rich learning experiences on offer.

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

Staff recognise children's different starting points, including those with special educational needs and/or disabilities (SEND). They carry out accurate assessments and use this information to plan purposeful experiences that build on what children already know and can do. Staff swiftly identify any gaps in learning and work in partnership with parents and other professionals to reduce barriers. Consequently, children, including those with SEND, make progress from their individual starting points.

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

Children show high levels of enjoyment and engagement in their learning. Babies laugh and smile as they explore sensory experiences, transferring sand between containers. Toddlers persevere as they climb, balance and investigate the outdoor environment, developing resilience and physical confidence. Older children demonstrate curiosity as they plant seeds, care for living things and talk knowledgeably about how food grows. They use tools safely, share ideas and cooperate well with their friends. Children are socially confident and communicate well.

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Address:

Abbey Meads Village Centre Elstree Way Swindon Staff consistently encourage children to make choices, express their views and take increasing responsibility. Children develop confidence and independence as they select resources, manage self-care routines and solve problems. They build positive relationships, learn to respect one another and show kindness in their play. Strategic support, clear expectations and meaningful interactions enable children to flourish in a safe, inclusive environment where they feel a sense of belonging and are well prepared for their next stage in learning.

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Next steps

Leaders should ensure that staff are consistent in making sure barriers that children face are effectively addressed. Leaders should further develop routines to support children to have a consistently positive attitude towards their learning. Leaders should enhance communication and relationships with parents further to support children's education and care even more.

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About this inspection

The inspectors spoke with leaders, practitioners, the special educational needs coordinator, children and parents 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. Wiltshire SN25 4YX Type: Childcare on non-domestic premises

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About this inspection

Registered person: Happy Days Day Nurseries Limited

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About this inspection

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

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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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