Happy Hours @ Picknalls

Happy Hours @ Picknalls

Unique reference number (URN): 2829934 Address: Picknalls First School, Oldfields Road, Uttoxeter, ST14 7QL Type: Childcare on non-domestic premises Registered with Ofsted: 13/03/2025 Registers: EYR, CCR, VCR Registered person: Happy Hours Childcare Services LTD

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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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Behaviour, attitudes and establishing routines Expected standard

Leaders have established generally positive expectations for children's behaviour and routines. Staff build warm, respectful relationships with children and use praise, encouragement and reminders to help children understand expectations. This helps children play cooperatively, develop friendships across different age groups and show consideration for one another. Staff reinforce simple rules that help children use equipment safely, such as taking turns and using the slide appropriately. They help children to enjoy an appropriate level of risk, while understanding how to keep themselves and others safe. However, there are occasions when staff need greater consistency in establishing expectations for behaviour during snack times for children who require additional support with routines.

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Behaviour, attitudes and establishing routines Expected standard

Staff create opportunities for children to take part in team games that promote friendly competition. Through these experiences, children learn to follow simple rules, take turns and develop positive social relationships with their peers. Leaders monitor children's attendance effectively. They work closely with the on-site school and contact parents and carers if children who are expected do not attend, helping to ensure children's whereabouts are known and that they arrive safely.

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Children's welfare and wellbeing Expected standard

Leaders have established typically effective arrangements to promote children's welfare and wellbeing. Staff interact with children in warm and caring ways. They get down to children's level, listen carefully to what children have to say and respond sensitively to their individual needs. Staff adapt their approach to meet children's emotional and sensory needs. They help children with special educational needs and/or disabilities to feel settled and ready to participate. This helps children feel valued, respected and emotionally secure.

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Children's welfare and wellbeing Expected standard

Leaders have developed systems to promote children's health and safety. They generally ensure staff understand and implement these consistently. Staff know children's medical and dietary needs, including allergies, and implement appropriate procedures to help keep children safe. Staff encourage children to be physically active throughout the day, providing opportunities for them to develop their coordination, balance and confidence through outdoor play. They ensure drinking water is readily available throughout the session, helping children to manage their own hydration independently, particularly during warm weather. Staff respond promptly when children require first aid and ensure parents and carers are kept informed about accidents and any treatment their child receives.

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Inclusion Expected standard

Leaders have established generally inclusive practice that helps children feel welcome and valued. Before children attend, they gather detailed information from parents and carers about children's interests, routines, health needs and any additional support they require. This helps staff develop an understanding of children's individual needs from the outset and adapt their approach to reduce barriers to children's participation and wellbeing. Leaders typically work closely with the on-site school to promote continuity for children, who attend both provisions. However, they do not consistently establish direct partnerships with all schools attended by children who only access the holiday club. As a result, opportunities to strengthen the sharing of information and continuity for some children who have additional needs are not consistently embedded.

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Inclusion Expected standard

Staff generally use their understanding of children's individual needs to adapt the support they provide. They use a range of communication approaches, including visual prompts, to help children understand routines, expectations and staff's interactions with them. Leaders provide sensory resources and quiet spaces that help children regulate their emotions and reduce feelings of being overwhelmed. They help children to participate confidently alongside their peers and engage well in the experiences on offer. Leaders understand that local authority funding is available to support children with additional needs.

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Leadership and governance Expected standard

Leaders have established effective oversight of the day-to-day running of the club. They work closely together to monitor practice, support staff and maintain a welcoming environment, where children and families are valued. Staff speak positively about the support they receive. Leaders organise staffing and responsibilities effectively, varying roles across the holiday programme to help manage workload and promote staff wellbeing.

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Leadership and governance Expected standard

Leaders have established positive partnerships with parents and carers and the on-site school. They gather detailed information before children attend and maintain regular communication about children's care, wellbeing and attendance. They keep parents informed through daily conversations and electronic communication, helping to promote continuity between home and the setting.

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Leadership and governance Expected standard

Leaders are reflective and demonstrate a commitment to continually improving the provision. They regularly review how well the club meets the needs of the children attending and adapt practice, where required, to promote children's inclusion and wellbeing. Leaders support staff to complete mandatory training and provide regular supervision. However, professional learning beyond mandatory requirements is not planned precisely enough to reflect identified priorities or the changing needs of children attending the club.

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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 arrive happily and settle quickly into the welcoming holiday club. Staff take time to get to know them before they start. New children are introduced to their peers and staff encourage respectful friendships. Children quickly become part of the group. Children attending from different schools, including those who only attend during the holidays, confidently join in with activities and build positive relationships with staff and their peers.

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

Children move freely between the indoor and outdoor environments, where a wide range of experiences encourages them to explore, create and be active. Children become engaged

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About this setting

in resources that support imaginative play. They confidently develop their own ideas, such as using small-world resources with dolls and fairies to make movies. Outdoors, children work together to invent potions, discussing the ingredients they add and the magical effects their creations will have. They organise their own team games using hoops and balls, encouraging one another as they play. Children also enjoy opportunities to challenge themselves physically. This includes practising their balance on stilts and developing their coordination through bat and ball games.

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About this setting

Children with special educational needs and/or disabilities generally benefit from staff, who understand their individual needs well. This helps them to feel included, build positive relationships and take part confidently in the experiences on offer alongside their peers. Children form secure relationships with staff, seeking them out for reassurance, cuddles and shared play. Children feel safe, valued and confident throughout the day. They eagerly ask staff to watch their achievements, such as when using outdoor equipment, reflecting the trusting relationships they have developed. Children's attendance is promoted effectively through close communication with the school and families.

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Next steps

Leaders should extend professional development so that training is planned more precisely to reflect identified priorities and further enhances the quality of children's experiences. Leaders should strengthen partnership working with schools to promote greater continuity in supporting children's individual needs. Leaders should enhance the consistency of staff practice, so children who benefit from additional guidance receive timely support during daily routines.

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About this inspection

The inspector spoke with leaders, staff, 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. Unique reference number (URN): 2829934

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Address:

Picknalls First School, Oldfields Road Uttoxeter ST14 7QL

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Happy Hours Childcare Services LTD

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 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

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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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