Happy Todds Clubhouse

Happy Todds Clubhouse

Unique reference number (URN): EY547619 Address: Pitshanger FC, Scotch Common, LONDON, W13 8DL Type: Childcare on non-domestic premises Registered with Ofsted: 31/05/2017 Registers: EYR, CCR, VCR Registered person: Happy Todds Nursery Limited

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Expected standard

Children are well prepared for the next stage of learning, such as school. They develop important skills such as how to interact with their peers and build relationships. Children play well alongside their friends and use their imagination to extend their play together. For example, children cook in the toy kitchen. They then decide to lay out a blanket to serve their pretend food to their peers for an imaginary picnic. Children develop their attention and focus well. They learn to observe what is around them and to explore using their senses. For example, they discuss the sound and appearance of an aeroplane flying above them.

p.2

Achievement Expected standard

Children, including those with barriers to their learning, progress well in their communication and language development. They develop a love of books and use words that they have learned in books during their play.

p.2

Children's welfare and wellbeing Expected standard

Staff ensure that children's individual needs are met. They have implemented secure routines for sleeping and eating. Staff work with parents to support children during toilet training. They discuss strategies with parents, and if children are finding this more challenging, these can be implemented at home and nursery. Children have a good understanding of the sleep-time routine and settle to sleep calmly at nap time. Staff support children's understanding of their emotions well. For example, they discuss how characters in books are feeling and encourage children to talk about their own emotions during circle time. Staff support children to learn how to lead a healthy lifestyle. They provide children with a variety of healthy foods and make mealtimes an enjoyable experience for the children. Children have regular access to the outdoors, and staff carefully consider how to ensure they are physically active.

p.2

Children's welfare and wellbeing Expected standard

Staff form secure relationships with the children in their care. They speak to children in calm, warm tones. Children feel comfortable and safe with the staff. They approach them for comfort or to share their ideas throughout the day. Staff support children to understand how to stay safe. For example, they explain to them the importance of sitting down at the table when they eat.

p.2

Children's welfare and wellbeing Expected standard

Staff support children in developing their independence skills effectively. For instance, children learn to serve themselves lunch and use cutlery to eat it. They hang up their coats and take off their shoes. Developing independence skills such as these helps children prepare well for the next stage of their learning, such as school.

p.2

Curriculum and teaching Expected standard

Leaders have worked hard to improve the quality of the curriculum for the children. They have attended leadership and child development training, which has supported them to improve the programme of learning for the children. Leaders carefully consider how to support children to progress well in their physical skills. They consider how to use the local area to support children's development, such as using the local playground and playing fields for children to run and explore. Staff support children in developing their hand–eye coordination as they dig in the soil looking for insects or stir food in the toy kitchen. Staff help children to develop their personal, social and emotional skills. For example, they support children to play with their peers. They model to children how to take turns and support them to have two-way conversations with their peers. Staff support children to develop their communication and language skills well. They get

p.2

Curriculum and teaching Expected standard

down to the children's level and talk to them about what they are playing. Staff make effective use of songs and stories throughout the day. They support children to develop their understanding of mathematical concepts by using language such as taller and shorter as they build towers with children.

p.3

Curriculum and teaching Expected standard

Staff understand their key children's progress and some next steps in their development. Staff plan learning opportunities to support children's progress. However, on occasion, staff do not demonstrate an accurate understanding of ages and stages of development during their interactions with children. For example, they try to prevent babies from knocking down bricks rather than understanding that this is part of children's development and incorporating learning into it. On these occasions, this does not support children's progress.

p.3

Inclusion Expected standard

Leaders identify where children may need extra support in their learning. Staff implement strategies to support children who may have barriers to their learning to make progress towards their individual learning targets. For example, staff use visual strategies such as pictures and symbols to help children understand their daily routine. This helps children to transition between different parts of the day. Staff communicate with parents about gaps in children's learning and the strategies they are using to support them. This helps parents to use these strategies with their children at home.

p.3

Inclusion Expected standard

Leaders and staff have attended training to improve their knowledge and understanding of how to support children with special educational needs and/or disabilities. Leaders review the impact of the support that staff are providing. They work with staff to consider how to support children in achieving their individual learning targets and to adapt strategies and interventions where necessary.

p.3

Inclusion Expected standard

Staff support children who speak English as an additional language well. For instance, they use visual prompts, familiar songs, and books to support children in developing their communication and language.

p.3

Inclusion Expected standard

Leaders work closely with external professionals, including the local authority, to ensure that children receive additional support when needed. They understand how to use early years pupil premium funding to support disadvantaged children.

p.3

Leadership and governance Expected standard

Leaders have children at the centre of their decision-making. They have worked hard to make improvements since the last inspection. Leaders and staff have improved their systems for supervising children, particularly outdoors. Leaders now carefully consider how

p.3

Needs attention

to deploy staff so that children are well supervised at all times. Leaders have reviewed and improved the environment for children. They have redesigned the outdoor area to make it easier for staff to supervise children effectively. Staff have developed their understanding of the importance of ongoing risk assessment so that they now identify and remove or minimise any hazards. These improvements have led to a safer environment for children.

p.4

Needs attention

Leaders have reviewed and improved processes to ensure safe recruitment and the ongoing suitability of staff. These improvements ensure that staff are suitable. However, on occasion, leaders do not accurately identify weaker areas of staff practice. At these times, they do not provide the targeted support needed to help staff improve in these areas.

p.4

Needs attention

Leaders understand the importance of supporting staff in their wellbeing. They are keen to ensure that the staff team feels well supported and that they are approachable for staff to discuss any concerns.

p.4

Behaviour, attitudes and establishing routines Needs attention

Staff do not consistently support children's behaviour appropriately. Occasionally, they lift children up and move them, without explaining this to them. In addition, staff do not always demonstrate an understanding of age-appropriate behaviour and how to support this. For example, they say things like, 'We play nicely,' when babies stand in a tray. This does not help children learn how they should behave. Staff do offer praise to children, which supports children to feel happy, safe and secure. For example, staff praise children for waiting for their snack, and the children respond with smiles.

p.4

Behaviour, attitudes and establishing routines Needs attention

Staff implement secure routines, and children understand them well. Staff use singing and visual tools, such as a sand timer, to support children in understanding and following the routines of the setting. For example, staff sing songs to help children understand when it is time to tidy up or wash their hands. Children understand these parts of the daily routine and participate in them well.

p.4

Behaviour, attitudes and establishing routines Needs attention

Leaders work with families to promote the importance of coming to nursery regularly and on time. They set clear expectations for when children should arrive. Leaders understand the need to follow up with the appropriate agencies if there are concerns about children's attendance.

p.4

Compulsory Childcare Register requirements

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

p.5

Register

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

p.5

Voluntary Childcare Register requirements

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

p.5

Register

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

p.5

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

Leaders have worked hard to make improvements to the quality of the curriculum and safety of the setting. They have supported staff to complete appropriate professional development. For example, staff have participated in additional safeguarding training, and all staff have completed paediatric first-aid training. This has had a positive impact on the children who attend the setting, including ensuring they are now safe and well cared for.

p.5

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

There remain some weaknesses in how staff support and understand children's behaviour. Staff do not always support children in understanding what behaviours are expected of them

p.5

Inspector:

Jenny Gordon in age-appropriate and positive ways. For example, on occasion, they say 'no thank you' or, 'We play nicely,' to children, rather than clearly demonstrating and explaining the expected behaviours. Leaders understand these weaknesses and are keen to address them.

p.6

Inspector:

Leaders consider the skills children should learn through the curriculum and how to teach them. For example, leaders have identified the need to focus on supporting children to learn important social skills, such as taking turns and sharing. Staff carefully consider how to teach children these skills throughout the day. They support children in passing the fruit round at snack time or using sand timers to help them take turns with a toy. Learning these skills helps children build friendships with their peers.

p.6

Inspector:

Children feel valued within the setting. Staff extend children's learning well, based on their play and interests. For example, children show interest in balancing, so staff plan an activity in which children balance toy food on spoons. This helps children to develop their physical skills.

p.6

Inspector:

Staff understand children's individual learning journeys well and plan engaging learning opportunities to help children to progress. They identify any barriers to children's learning and implement strategies to support children to catch up with their peers where necessary.

p.6

Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following action by the assigned date:

p.6

Action Completion Date

ensure that staff are consistent, fair and positive in supporting children with their behaviour so that children understand what is expected of them 13/04/2026

p.6

About this inspection

The inspector spoke with leaders and practitioners during the inspection.

p.6

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.

p.6

Address:

Pitshanger FC Scotch Common LONDON W13 8DL

p.7

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Registered person: Happy Todds Nursery Limited

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 18:00,Friday : 08:00 - 17:30

p.7

Facts and figures used on inspection

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

p.7

Exceptional

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

p.8

Strong standard

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

p.8

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.

p.8

Needs attention

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

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.9

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 .

p.9

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

Urgent improvement

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

p.9