Happy Days Nursery and Pre-School, Portsmouth

Happy Days Nursery and Pre-School, Portsmouth

Unique reference number (URN): 2820977 Address: 232 Southampton Road, PORTSMOUTH, PO6 4QD Type: Childcare on non-domestic premises Registered with Ofsted: 02/01/2025 Registers: EYR Registered person: R&J Care 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

Typically, all children, including those with special educational needs and/or disabilities, make steady and inclusive progress from their individual starting points. Babies develop physical coordination and curiosity as they pour, tip and transfer water. They use sounds and facial expressions to show their genuine interest and respond to others as they play. Toddlers build concentration, communication and problem-solving as they add and mix ingredients, watching closely as mixtures fizz and bubble. They use words and gestures to share their excitement and communicate what they notice. Older children show confidence and control as they balance on tyres, kick and throw balls. They interact with their peers during play, sharing thoughts and ideas. Across the nursery, children remain curious, engaged learners who practise and build on existing knowledge and skills. Their growing communication skills, physical development and confidence show that they are gaining the

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff are positive role models and have consistent expectations for children's behaviour. They use familiar strategies, such as 'twinkly fingers', to gain children's attention and remind them when it is time to stop and listen. Children respond well to these approaches, showing that routines and expectations are well established. Staff use praise and reassurance to encourage positive behaviour, helping children to build confidence and respectful relationships. Leaders ensure that approaches to behaviour are consistent across the nursery while recognising children's individual needs, including those who require additional support. Generally, children understand boundaries and are able to manage their behaviour appropriately during everyday routines.

p.2

Behaviour, attitudes and establishing routines Expected standard

Daily routines are organised smoothly across the nursery. Staff support children to develop attention and listening skills during stories and group times, helping them to participate successfully. Children show kindness and respect, using 'please' and 'thank you' and showing consideration for others. They play collaboratively, take turns and share resources. For example, they roll balls to one another and show enjoyment in shared play. These experiences help children develop patience and positive relationships. Leaders understand the importance of attendance and work with families to promote consistency. Overall, children are settled, confident and developing positive attitudes to learning.

p.2

Children's welfare and wellbeing Expected standard

Children generally receive appropriate care and support across the nursery. Staff form warm relationships with children and know their individual routines well, helping them to feel settled and secure. When children are preparing to move to a new room, they spend increasing periods of time there, so they can become familiar with the environment and staff. Babies and younger children are supported sensitively according to their needs, particularly when settling into the nursery or adjusting to changes. This helps children become confident in their surroundings and ready to take part in learning and play. Children are encouraged to be increasingly independent in their personal care and develop an understanding of healthy lifestyles. Staff support this by giving children time to try and do things for themselves, offering encouragement and support when needed. For example, older babies attempt to feed themselves, while older children begin to master the skills of

p.2

Children's welfare and wellbeing Expected standard

using a knife and fork and pour their own drinks. Children have opportunities to take part in yoga sessions, supporting their physical development and wellbeing. They also learn about oral health and the importance of caring for their teeth. As a result, children develop healthy habits and growing independence from an early age.

p.3

Curriculum and teaching Expected standard

Typically, the curriculum is broad and ambitious, which supports children's development across the areas of learning. Generally, staff use observations and ongoing assessments to identify what children know and can do. They plan next steps in learning to help children make steady progress in their development. However, at times, staff do not always have the same level of confidence in knowing how to deepen children's learning, in line with the nursery's curriculum intent. Leaders have recognised this and are taking action to build greater consistency in practice. They use observations of staff and feedback to improve the quality of teaching across the provision. As these improvements are still being embedded, leaders continue to monitor practice to ensure changes have a positive impact on children's learning and development.

p.3

Curriculum and teaching Expected standard

Staff promote children's communication and language effectively through warm interactions, stories and songs. Babies respond positively to familiar activities, such as 'what's in the bag?'. They reach, point and babble, while older babies begin to imitate sounds and actions. Older children are encouraged to talk about what they are doing, recall previous experiences and explain their ideas. Generally, staff use visual prompts and sign language to help children understand and take part, adapting their approach to individual needs. Children are given regular opportunities to develop their vocabulary, listening skills and confidence when communicating with adults and their peers.

p.3

Inclusion Expected standard

Generally, staff know children and their families well. They use this knowledge to adapt routines and experiences to meet individual needs. Staff use a range of strategies, such as visual prompts, sign language and targeted interactions, to help children take part successfully in nursery life. While staff know children well, some staff are less confident in recognising emerging barriers to learning. This means that support is not always timely or as precisely matched as it could be. Overall, children generally receive appropriate help to participate in the curriculum, build confidence and make steady progress from their individual starting points.

p.3

Inclusion Expected standard

Leaders and staff use observations, ongoing assessments and information from families to identify children's starting points and monitor their progress. They consider children's communication, behaviour and development when assessing needs. Children with special educational needs and/or disabilities benefit from individualised support that is reviewed over time. Leaders use additional funding appropriately to provide targeted support and review its impact. Staff work with relevant professionals to inform assessment and planning. Leaders continue to develop staff's knowledge and confidence, so that assessment information is used consistently to identify the right support for children.

p.3

Leadership and governance Expected standard

Since taking over the nursery, leaders have identified areas for improvement and put action plans in place to support ongoing development. They have established priorities and continue to review these to check agreed actions are being followed. Leaders understand the areas of the provision that need further growth and are working with staff to improve practice over time.

p.4

Leadership and governance Expected standard

Typically, leaders support staff development through training, supervision and reflective practice. Recent training has included sign language to strengthen communication with children. Staff also take part in peer observations, helping them consider different approaches and share ideas with leaders. Supervision meetings provide opportunities to discuss practice, workload and wellbeing. This helps staff feel supported in their roles and contributes to the continued development of their knowledge and skills. Leaders use these discussions to identify where further support or training may be needed.

p.4

Leadership and governance Expected standard

Leaders generally understand the needs of the children and families who attend the nursery. They maintain links with parents and the local community, sharing information about relevant events and services. Leaders sensitively offer support and signpost families to local groups where appropriate. These links help families access additional support when needed and contribute to children's wider experiences. Parents are kept informed about their children's learning and development, strengthening communication between home and nursery.

p.4

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

Children generally have a positive experience at the nursery. Staff are kind and attentive, responding appropriately to children's individual needs. Families are welcomed into the nursery, and staff develop positive relationships with them, helping children to feel secure and settled. Babies benefit from warm interactions with staff that help them to become confident in exploring their surroundings. Children become familiar with everyday experiences and begin to develop independence. For example, during welcome time, children confidently find and recognise their own names, showing familiarity with the routine and developing awareness of print.

p.4

About this setting

Unique reference number (URN): 2820977 Children, including those with special educational needs and/or disabilities, learn alongside their friends and are included in everyday activities. They are supported to communicate, share ideas and build relationships with others. Children show positive attitudes to their experiences and behave well. They are supported by familiar adults who help them feel valued and part of the nursery community. Staff encourage families to support regular attendance, so children can engage consistently in learning and benefit from the experiences available to them.

p.5

About this setting

Children take part in experiences that help them build on what they already know. During interactive storytelling, children join in with familiar actions and explore differences in sizes, such as medium and big. Staff use these experiences to encourage children to communicate and share their ideas. Children also recall previous learning and use it in their play. For example, after learning about firefighters and emergency services, they independently use hoses in their play to recreate putting fires out. Staff introduce relevant vocabulary, helping children to apply what they have learned, while developing their imagination and understanding of the world.

p.5

Next steps

Leaders should further support staff to provide a more consistent approach to swiftly addressing any potential barriers to children's learning. Leaders should continue to strengthen the delivery of the curriculum so that all staff consistently understand and embed its intentions.

p.5

About this inspection

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

p.5

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.5

Address:

Type: Childcare on non-domestic premises

p.6

Address:

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

p.6

Facts and figures used on inspection

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

p.6

Exceptional

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

p.6

Strong standard

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

p.6

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.

p.7

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.

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.7

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.7

Urgent improvement

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

p.7

Urgent improvement

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

p.7