Happitime Playgroup LTD

Happitime Playgroup LTD

Unique reference number (URN): EY412012 Address: Unit 3, 142 Lea Bridge Road, London, E5 9RB Type: Childcare on non-domestic premises Registered with Ofsted: 08/11/2010 Registers: EYR, CCR Registered person: Happitime Playgroup Ltd

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

Inclusion Strong standard

Leaders have established a highly inclusive culture where every child feels valued and supported. Leaders are committed to helping all children to progress and succeed, especially those who face barriers to their learning and wellbeing. Staff get to know children extremely well and work with families to understand children's needs and starting points. This helps them to identify gaps in development and barriers to learning swiftly. Staff take effective action to reduce any barriers and adapt activities so that all children can participate and benefit from them. For example, they implement communication strategies and use visual supports and sensory resources to encourage children to join in. Leaders systematically evaluate children's progress and the impact of strategies in place, with staff. These discussions ensure that everyone understands how to support each child effectively. As a result, children engage in their learning and make sustained progress.

p.2

Inclusion Strong standard

Staff work closely with families and other professionals to ensure that children receive the support they need. They attend training to learn how to help parents and carers to improve their confidence in supporting their children's learning and play. Leaders organise relevant workshops for parents to support this further. This ensures consistency between home and the setting. Leaders ensure any additional funding is used well to reduce any barriers children may face to their learning, including offering enriching experiences and additional resources. They provide children who may benefit from attending more frequently with additional hours, for instance.

p.2

Achievement Expected standard

Children, particularly those with special educational needs and/or disabilities or barriers to learning, progress well across all areas of development. They acquire the skills needed for their future learning. Children are independent and show a secure sense of belonging. For example, they wash their hands without being prompted, confidently follow routines and initiate their learning, engaging in activities of their choice. While children demonstrate an understanding of some mathematical concepts, staff do not always fully teach mathematics explicitly. As a result, children have fewer opportunities to deepen their mathematical skills.

p.2

Achievement Expected standard

Children demonstrate appropriate communication skills. They demonstrate confidence, approaching visitors to talk about the daisies they picked up on their way to the setting, for instance. Children share ideas with their friends and staff throughout the day. They enjoy developing their motor skills as they practise their balance and coordination by walking on planks and tyres, for instance. They move confidently and navigate space skilfully, indoors and outdoors. Children play cooperatively and resolve minor disagreements with increasing independence.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children behave well and develop positive attitudes to learning. Staff are positive role models and set clear boundaries for children. They gently remind children what is expected of them, encouraging kindness and cooperation. Where unwanted behaviour arises, staff swiftly help children learn to negotiate with their friends. For example, they help children to wait and ask before taking a toy that their friend is using. Children follow instructions and approach their peers with polite requests, saying 'please' and 'thank you', for instance.

p.3

Behaviour, attitudes and establishing routines Expected standard

Staff build on positive behaviour and provide children with praise. Children take pride in meeting expectations. For example, at circle time, children comment that they put away toys and are showing 'good sitting'. This shows a sense of achievement and self-awareness. Staff know children well and understand their individual needs. They offer reassurance and help children to regulate their emotions. When some children struggle to join activities, staff provide alternatives, such as role-playing cooking together in the home corner. This helps children to remain engaged in learning. Leaders work with parents and carers to overcome any barriers to attendance and to support them to understand the importance of regular sessions.

p.3

Children's welfare and wellbeing Expected standard

Leaders provide a nurturing environment, and staff form solid relationships with children, who feel valued and secure as a result. Staff and leaders typically work closely with families to get to know children and their needs well. As a result, they support children's wellbeing effectively. Responsive relationships enable children, including those who are naturally shy or have experienced challenging transitions, to settle well and engage. For example, children who were initially hesitant now join group activities and show pride in helping during routines.

p.3

Children's welfare and wellbeing Expected standard

Staff support children to recognise and express their emotions. They offer guidance and provide quiet areas that children access independently when they need to rest or manage their feelings. In addition, children use 'emotion cards' to help them communicate their feelings.

p.3

Children's welfare and wellbeing Expected standard

Children are supported to develop healthy habits. They visit a local grocery shop to buy fruit and cheese for snack. Staff talk with them about healthy choices. They explain to them which foods are best to eat frequently and which ones to have less often. Children have daily opportunities to enjoy fresh air and active play, both at the setting and in the community. They take trips to the local park, where they enjoy energetic play and forest- school activities.

p.3

Curriculum and teaching Expected standard

The curriculum is designed to be inclusive and reflects children's needs and interests. Activities are thoughtfully planned to ensure they are accessible to all children. Staff allow children to decide when they want to join activities. Children make choices in their play, choosing from a wide range of resources. Staff support children's communication and language skills well. They engage in purposeful conversation with children, extending their learning and asking meaningful questions. Staff introduce new vocabulary, encouraging children to think about the meaning of unfamiliar words, such as 'overboard', by looking at the pictures in their books. They adapt activities to the age and skills of all children involved. For example, staff make sure that less talkative children are encouraged to contribute to conversations.

p.3

Curriculum and teaching Expected standard

Leaders place emphasis on personal, social and emotional development. Staff support children to understand and express their emotions, introducing words linked to feelings during everyday activities. For example, as children engage in physical activities, such as jumping off equipment, staff explain that the 'flutter in their stomach' they may feel before the jump is called 'excitement'. Children's physical skills are developed through a range of experiences, including exploring indoor climbing equipment. Children have opportunities to strengthen their core muscles and improve stamina.

p.4

Curriculum and teaching Expected standard

Children listen to number songs. They use some mathematical language, such as 'smaller' or 'biggest', and recognise colours and shapes. However, staff do not always plan activities that focus on using numbers and develop further mathematical concepts, such as measuring and ordering.

p.4

Leadership and governance Expected standard

Leaders have worked hard to evaluate provision and improve practice since the last inspection. They have engaged with local authority partners to seek support and have addressed all previous recommendations. Leaders are reflective, know their setting well and generally recognise their strengths and areas they want to develop.

p.4

Leadership and governance Expected standard

Leaders are passionate about their roles and the difference they can make to the children and families they serve. They place a sharp focus on developing positive relationships with parents and carers. They work with families and other professionals to ensure all children receive the support they need. Leaders are attentive to the needs of children and families who are known, or previously known, to social care. They participate in strategy meetings and provide additional support for families, where needed. Staff are vigilant about addressing any concerns around children's needs. Leaders offer flexibility around sessions so that all children receive their funded entitlement. This particularly helps to support children who face barriers to their learning.

p.4

Leadership and governance Expected standard

Staff feel valued and enjoy working at the setting. Staff value the support and advice of their colleagues and leaders. Overall, leaders support staff well and make sure their workload is manageable. They support new staff through induction, guidance and supervision. However, they do not always precisely identify when some staff would benefit from more coaching to develop their skills in teaching, for example around mathematics.

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

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

Children are happy and settled at this setting and form warm bonds with the friendly staff. Children are excited to arrive and separate easily from their parents and carers. They demonstrate a sense of belonging and engage well with one another, staff and visitors. Children move confidently in their environment and lead their own play. During walks at the local park, children collect materials that they later use for activities of their choice. For example, children decide to paint families on the pebbles they have collected.

p.5

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

Leaders and staff consider the varied needs of all children, including those with special educational needs and/or disabilities. For example, they adapt teaching so that all children can access the activities on offer and learn at an appropriate pace. Children make progress in all areas of learning.

p.5

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

Staff read to children and encourage them to develop a love for stories while exploring characters and the order of events. Children are encouraged to anticipate what will happen next and excitedly repeat familiar phrases, such as 'this must be the tail of the big bad mouse!' Staff also use stories to help children identify feelings. For example, they recognise when the character is not scared anymore and why. This helps them to develop emotional awareness.

p.5

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

Parents report that children talk enthusiastically about their time at the setting. Parents praise leaders, staff and the care their children receive. They also appreciate that leaders

p.5

Address:

Unit 3 142 Lea Bridge Road London E5 9RB

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Happitime Playgroup Ltd

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday : 09:00 - 15:00 provide flexibility for families, while encouraging attendance. This means that children access their full entitlement of early education.

p.6

Next steps

Leaders should identify priorities for staff's professional development more sharply, for example helping them to develop their teaching skills in mathematics to support children's learning more consistently.

p.6

About this inspection

The inspector spoke with leaders, staff, children, parents and carers and special educational needs coordinators 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. Local authority: Hackney

p.6

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.7

Strong standard

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

p.7

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.7

Needs attention

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

p.7

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.7

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.8

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.8

Urgent improvement

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

p.8

Urgent improvement

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

p.8