Happy Days Pre School

Happy Days Pre School

Unique reference number (URN): 2541388 Address: 3 Graham Street, Lozells, Birmingham, B19 1QY Type: Childcare on non-domestic premises Registered with Ofsted: 08/07/2019 Registers: EYR, CCR, VCR Registered person: Happy Days Nursery 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

All children achieve well from their starting points. They delight in learning alongside their peers, develop warm friendships and cooperate well with each other. Children can take turns and understand the need to share resources so that everyone can participate in play. Children particularly enjoy scooping up water and filling containers. They demonstrate kindness and compassion to others and help their peers find shapes during the outdoor shape hunt.

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Achievement Expected standard

Children respond positively to interactions, and giggle and laugh when adults use humour during the 'hello' song at group time. Children develop their gross motor skills through physical challenge. They demonstrate good hand-eye coordination and firmly embedded knowledge of number, as they match cubes to number cards independently. Some children can recognise when they make an error in counting, and add one more, or one less cube, to ensure the cubes correspond to the number on the card.

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Achievement Expected standard

Children develop into confident communicators and can express their feelings appropriately. All children, including those with special educational needs and/or disabilities, develop the skills and attitudes needed to be successful in the next stage of their education.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have made significant changes in how children are supported in understanding their feelings and making more positive-behaviour choices. This has had a positive impact on children's levels of engagement and attitudes to learning. Children are eager to try new experiences and access resources with confidence, to extend their thoughts and ideas.

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Behaviour, attitudes and establishing routines Expected standard

Staff develop respectful relationships with children. This helps children to feel safe, secure and ready to learn. They learn about their emotions and feel comfortable discussing and demonstrating them. Support for regular and prompt attendance helps children to understand routines and benefit from their time in the setting. Staff have high expectations of children. They are swift to act when they need support in managing their frustrations. Staff model kind and calm behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Children learn to share and play alongside their friends in age-appropriate ways. For instance, they learn to use 'kind hands' and 'walking feet'. Well-embedded routines help all children, including those with special educational needs and/or disabilities, understand the expectations placed on them, which helps to build their self-confidence. Staff are quick to notice and celebrate when children help others, such as during tidying up time.

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Children's welfare and wellbeing Expected standard

Leaders have established and embedded an effective key-person system. Staff build strong relationships with all children and families. They share regular updates, and take time to get to know families and children's individual backgrounds. For example, staff clearly understand children's health needs, including allergies, dietary requirements and medication. Care plans for individual children are robust and updated regularly. These include guidance from parents and any external professionals working alongside the children.

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Children's welfare and wellbeing Expected standard

Children benefit from spending time outdoors. Staff plan interesting experiences that children engage in during garden time. Leaders recognise that outdoor learning could be extended further to support children who learn best outside. Creating opportunities for children to choose whether they spend time indoors or outdoors forms part of their ongoing action plan.

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Children's welfare and wellbeing Expected standard

Children learn to manage their personal care and hygiene routines, promoting positive and healthy habits. Staff consistently underpin their understanding through use of visual cues. This ensures that all children, including those with special educational needs and/or disabilities, develop important life skills. Children learn about different foods during sociable mealtimes, and how physical activity and oral health also affect their bodies and wellbeing. For example, they know that milk helps to keep their bones strong.

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Children's welfare and wellbeing Expected standard

Children learn to understand and manage their emotions and responses. Staff provide activities, such as a collage based on the book 'The Colour Monster', that provoke discussion about different emotions. Children are well supported in talking about their feelings during all points in the day.

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Curriculum and teaching Expected standard

Leaders have designed and implemented an ambitious and well-sequenced curriculum, that reflects children's interests and supports their individual learning styles. They have made significant changes since the previous inspection regarding how children are observed and how staff use this information to plan activities and experiences to meet their needs. This has had a positive impact on the progress that all children make across all areas of learning.

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Curriculum and teaching Expected standard

Leaders work closely with staff to ensure that teaching and interactions appropriately support children's learning. Overall, staff pay close attention to children's age, developmental stage and individual needs. However, on occasion, they overlook the needs of the youngest children. For example, during water play, staff do not ensure that all children have access to the resources they need to build on what they already know and can do.

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Curriculum and teaching Expected standard

Communication is a focus in the setting. Staff effectively use songs, stories and narration during play to help children hear and practise new and familiar words. Children become confident in their communication through a variety of means. Staff consistently use visual aids, such as 'objects of reference' and 'now and next' boards, to support children to understand the expectations of them. The use of these strategies helps all children to develop their independence as they engage in play opportunities.

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Curriculum and teaching Expected standard

Staff teach children mathematical skills and a good understanding of number. They weave mathematical concepts into daily activities, such as lining up, pouring drinks and tidy-up time.

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Inclusion Expected standard

Children with special educational needs and/or disabilities (SEND) receive prompt support. With the skilled guidance of leaders and managers, staff are effective at identifying and supporting children with SEND. Leaders expertly use their knowledge of each child to implement personalised strategies and regularly review them. Overall, children benefit from targeted support that helps them to achieve their next steps. However, on occasion, the learning environment does not fully support children with SEND in engaging in small-group interventions, due to high-noise levels. This can impact their ability to focus on interactions.

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Inclusion Expected standard

Staff signpost parents to a range of professionals to support children. This ensures that children get the specific support they need. Children with SEND, as well as those from families in challenging situations, succeed alongside their friends. Leaders and staff work closely with schools to support smooth and effective transitions for all children.

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Inclusion Expected standard

Leaders promptly identify barriers to children's learning, and they use additional funding to extend their experiences. For example, where children have limited access to outdoor play at home, staff ensure they have access to large apparatus and equipment to promote their physical and emotional health.

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Inclusion Expected standard

Leaders work in close partnership with parents of children with SEND, to ensure they feel fully included and involved in their children's learning and development. Leaders and staff support children in building relationships with their new teachers, as they prepare to move on to school through visits and information-sharing.

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Leadership and governance Expected standard

Leaders have made some significant changes since the previous inspection to drive rapid improvement. These changes have had a positive impact on relationships with parents and carers, and on children's outcomes. However, plans are not yet fully embedded across the provision. Leaders have clear oversight of the provision and are attuned to areas of strength, as well as to where they want practice to develop further. They use an inclusive approach to ensure that staff feel involved in decision-making and developing practice. This creates a sense of ownership and a shared vision for the continued development of the setting.

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Leadership and governance Expected standard

Staff report high levels of wellbeing, and value the training, professional development opportunities, coaching, and mentoring they have accessed. Staff said that they have enjoyed making changes that contribute to the improvements across the provision. Staff state that their workload is manageable. They feel well supported through effective supervision sessions with leaders. This has further supported them in reflecting on and developing their practice.

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Leadership and governance Expected standard

Relationships with parents, carers and other professionals have strengthened. Parents report positively on the feedback they receive and how included they are in their child's learning and development. Parents of children with special educational needs and/or disabilities praise leaders' rapid response in securing the support and intervention that help their children to achieve better outcomes. Leaders and staff work closely with external professionals to ensure that appropriate interventions, particularly supporting communication and language needs, are firmly embedded into the daily routines.

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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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Voluntary Childcare Register requirements

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

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Register

When we check if settings meet the Voluntary 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's experiences and outcomes are significantly better, due to improvements to the provision since the previous inspection. Leaders prioritise children's learning, development and emotional wellbeing. They support staff to ensure that all children are nurtured and celebrated for their individuality. A robust induction helps children to settle well as staff gather meaningful information from parents and carers. Staff use this information to plan effectively for children's learning. This helps all children, including those with special educational needs and/or disabilities (SEND), to feel settled and build a secure sense of connection and belonging. Children's attendance is effectively supported by leaders who work in partnership with parents, helping them to understand how activities throughout the day positively impact all areas of children's development.

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

Children develop warm, responsive relationships with staff members, which supports them to fully engage in play and learning opportunities. Children are happy on arrival at the setting, and are eager to see their peers and get involved in the activities on offer. They confidently explore the environment, and make choices about how they spend their time and who they spend it with.

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

Children benefit from spending time outdoors. They build their strength and stamina as they run, jump and climb. This helps them to develop a healthy attitude to physical activity and exercise. Mealtimes are sociable occasions. Children learn about the importance of a healthy diet as staff talk with them about how the food they eat helps them to grow and develop. Children adopt respectful eating habits, and build their independence by pouring drinks and peeling fruit.

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

Staff know the importance of developing all children's communication and language. They quickly identify children with SEND, and use a range of strategies to support these children, ensuring that they are fully involved in learning opportunities. Staff skilfully engage children in group time, using humour appropriately to create a lively, happy atmosphere throughout the setting. Overall, children develop a positive attitude to learning, and feel well prepared for the next stage of their education.

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Next steps

Leaders should extend the opportunities for children to make choices about where they would like to learn to ensure their preferences. Leaders should organise the learning environment to ensure that children with special educational needs and/or disabilities can focus successfully and engage fully in small group intervention and experiences. Leaders should support staff when planning focused activities to ensure that younger children can achieve the learning objectives and engage meaningfully in play opportunities to extend their learning even further.

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About this inspection

The inspector spoke with leaders, staff, children, the special educational needs coordinator, apprentices and parents during the inspection.

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Address:

3 Graham Street Lozells Birmingham B19 1QY

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Happy Days Nursery Limited

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Address:

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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2 to 4

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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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

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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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