Happy Hours Day Nursery & Kool Kidz

Happy Hours Day Nursery & Kool Kidz

Unique reference number (URN): EY448210 Address: Bryn Children's Centre, Downall Green Road, Ashton-in-Makerfield, WIGAN, Lancashire, WN4 0DL Type: Childcare on non-domestic premises Registered with Ofsted: 24/05/2012 Registers: EYR, CCR, VCR Registered person: Happy Hours Private Day Nursery 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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Achievement Strong standard

Children build securely on their individual starting points. Babies develop increasing physical confidence as they move around the environment and carry objects. They learn to coordinate their movements and feed themselves. As children get older, they drink from an open cup and use different cutlery. This develops the independence they need as they move through the setting.

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Achievement Strong standard

Children develop their communication well. Younger children repeat new words and begin to join words together to form simple sentences. Older children confidently share their ideas and talk about their own experiences. They recall what they have learnt and use mathematical and positional language during play.

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Achievement Strong standard

Children with special educational needs and/or disabilities develop different ways to communicate their wants and needs. They become increasingly independent and continue to develop from their starting points. Across all areas of learning, children develop the knowledge and skills expected for their age and stage. This prepares them very well for what they need to learn next.

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Behaviour, attitudes and establishing routines Strong standard

Children behave well and develop positive relationships with staff and their friends. Staff use calm interactions, praise and familiar expectations to help children understand what is expected. For example, babies learn to wait for their turn as they share tools during sand and water play. Staff notice and praise them when they do this successfully. Children who have recently moved rooms receive reassurance from familiar adults while they build new relationships. Staff adapt routines for those who need additional reassurance or time to regulate. Parents describe how carefully staff manage transitions and how children become increasingly confident as they settle. This helps children feel secure and develop a sense of belonging.

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Behaviour, attitudes and establishing routines Strong standard

Children consistently demonstrate positive attitudes to learning. They make choices about their play and concentrate well during activities. Short group activities reflect younger children's age and stage. Children join in with songs and respond positively to familiar cues about what happens next. Staff adapt their approach when needed. This helps children remain focused, enjoy their learning and confidently take part in experiences.

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Behaviour, attitudes and establishing routines Strong standard

Leaders monitor attendance each month and identify patterns for individual children. They work closely with families to understand reasons for absence. Where family circumstances create barriers, leaders offer flexibility around sessions so children can access their full entitlement. This helps children attend regularly and benefit consistently from their experiences at the setting.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are at the heart of the setting's practice. Staff promote children's health and help them learn how to keep themselves safe through everyday experiences. For example, babies wear hi-visibility jackets during construction play. Staff link this to wearing them on walks and talk about tractors and diggers they see when out. This helps children understand how familiar safety routines relate to the wider world.

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Children's welfare and wellbeing Strong standard

Children develop secure hygiene routines from an early age. Staff teach younger children each stage of handwashing and provide support when needed. Older children independently wash their hands and arms after messy activities. Staff reinforce this through meaningful explanations, such as washing thoroughly 'like surgeons at the hospital'. Children become increasingly independent and understand how good hygiene helps keep them healthy.

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Children's welfare and wellbeing Strong standard

Staff promote healthy eating and respond sensitively to individual needs. They encourage children to try different foods without forcing them and provide alternatives when needed. Mealtime conversations explore healthy choices and where food comes from. Staff recognise when younger children need rest and adapt their care accordingly. Leaders review welfare routines and identify where they can improve further. They recognise that younger children can sometimes wait too long at mealtimes and are taking action to improve this.

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Curriculum and teaching Strong standard

Staff implement a well-sequenced curriculum that builds securely on what children know and can do. They have a clear understanding of what they want children to learn next. Children benefit from staff who skilfully introduce a wide range of vocabulary. For example, staff introduce words such as 'inside' during younger children's play. As children become older, staff build on this knowledge and introduce a wider range of language, such as 'kernals' when describing corn. They use stories, props and everyday play to reinforce new words. Children broaden their vocabulary and increasingly understand and use new language in different situations. Teaching builds effectively on children's interests and experiences. Staff use observations and assessments to identify what children know and what they need to learn next. For example, conversations about families travelling and living in different countries develop into

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Curriculum and teaching Strong standard

discussions about journeys and where places are in the world. Children talk about the size of the planes they travel on. Staff encourage them to recall what they already know before introducing new information. They adapt resources and interactions according to children's age and stage of development. This helps children connect their own experiences with new learning and access the intended curriculum.

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Curriculum and teaching Strong standard

Leaders regularly observe teaching and give staff useful feedback. This helps staff provide appropriate challenge, build on children's existing knowledge and prepare children very well for their next stage of learning.

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Inclusion Strong standard

Leaders ensure staff identify emerging needs early and take effective action to reduce barriers. Staff listen to parents' concerns, observe children closely and use assessments to build a clear picture of their development. For example, when concerns emerge around sensory responses to food, communication or emotional regulation, staff introduce targeted activities and share strategies with families. They work with other professionals, such as health visitors. Staff regularly review children's progress and the impact of strategies. They adapt support or seek further advice when needed.

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Inclusion Strong standard

Children with special educational needs and/or disabilities benefit from well-coordinated support. Leaders seek specialist advice and use this to develop individual sensory and communication strategies. Staff provide detailed information to support statutory assessments. They share successful strategies with receiving schools. This helps children experience continuity in the support they receive as they move on to their next stage.

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Inclusion Strong standard

Leaders use additional funding carefully to reduce individual barriers. They arrange specialist training for staff and provide personalised communication and sensory resources based on children's needs and interests. Before using additional funding, staff speak with families and observe children to understand where support will make the most difference. Consequently, children become increasingly engaged, overcome barriers to their learning and make secure progress from their individual starting points.

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Leadership and governance Strong standard

Leaders know the setting well. They recognise the strengths in practice and identify where further improvements can be made. They regularly observe staff and use room action plans to drive improvements. Leaders involve staff in reflecting on what is working and what needs to change. They provide feedback and check that changes make a difference. This creates a culture where staff continually look for ways to improve children's experiences.

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Leadership and governance Strong standard

Leaders invest in staff development and support their wellbeing. Supervisions, observations and peer feedback help them identify individual training needs. Planned training focuses on improving staff interactions and extending children's language. Leaders support staff to develop their careers and take on additional responsibilities. Staff receive relevant training, shadow experienced colleagues and observe meetings with other professionals. As their knowledge and confidence develop, they gradually take greater responsibility. Leaders check on staff wellbeing during supervision and encourage them to discuss concerns as they arise. Staff value this open approach and speak positively about the support they receive.

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Leadership and governance Strong standard

Leaders develop positive partnerships with parents. Parents receive regular information about children's care, learning and development through the online application and parents' evenings. Leaders listen to parents' views and respond when they raise questions or concerns. Parents describe transitions as carefully managed and value the strategies staff share to continue children's learning at home.

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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 thrive in this welcoming and inclusive setting. They form warm, trusting relationships with staff who know them well and value their individuality. Babies confidently and safely explore with familiar adults close by, while children who have recently moved rooms seek reassurance when they need it before returning happily to their play. Children develop positive relationships with their friends. They learn to share, take turns and cooperate as they explore together.

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

Children are curious and enthusiastic learners. They confidently make choices and become absorbed in experiences that reflect their interests. Babies carefully carry water across the garden to mix with sand, developing their coordination and concentration. Older children use their interest in the cinema to explore number, measure and new vocabulary as they scoop and compare quantities of popcorn. Children confidently contribute their own ideas to conversations and draw on experiences from home to extend their learning.

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

Children become increasingly independent and understand familiar expectations. Younger children learn to feed themselves and practise managing their own care routines. Older children recognise when they need to wash after messy play and independently clean their hands and arms thoroughly. Children behave well. They respond positively to familiar routines and confidently move between play, mealtimes and other parts of their day. Children with special educational needs and/or disabilities are fully included. They benefit from individual approaches that recognise how they communicate, regulate and engage with the world around them. Their interests and preferences are valued, helping them participate alongside their peers and make progress from their individual starting points.

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

Children benefit from close partnerships between their families and the setting. Parents contribute information about children's needs, interests and development, helping to provide consistency between home and the setting. Children develop the confidence, independence and knowledge they need to be well prepared for their next stage of learning.

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Next steps

Leaders should continue to build on their successful work to meet children's individual needs, so that this has a transformational impact on all children's achievement and wellbeing.

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About this inspection

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

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Address:

Bryn Children's Centre, Downall Green Road Ashton-in-Makerfield WIGAN Lancashire WN4 0DL

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Happy Hours Private Day Nursery Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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Children numbers

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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Children numbers

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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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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