Happy Feet Preschool PenguinsOfsted report card, 17 Sept 2026

Happy Feet Preschool Penguins

Unique reference number (URN): 2858113 Address: Winterton Community Pavilion, Newport Drive, Winterton, North Lincs, DN15 9RG Type: Childcare on non-domestic premises Registered with Ofsted: 08/11/2025 Registers: EYR, CCR, VCR Registered person: Happyfeet Preschool Penguins 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

Children make progress from their individual starting points and develop knowledge and skills across the areas of learning. Their communication and language skills develop as they take part in conversations, listen to stories and learn new words and phrases. Children confidently express their ideas, respond to questions and engage in imaginative play with adults and their peers.

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Achievement Expected standard

Children develop increasing confidence and independence. They manage everyday tasks for themselves and develop their physical skills through activities, such as climbing, balancing and using ride-on toys. Children learn to cooperate with others, consider their feelings and develop the social and emotional skills that prepare them for their next stage of learning.

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Achievement Expected standard

Children who face additional barriers make progress from their individual starting points. Individualised strategies and support from other professionals help children to develop their communication, relationships and engagement in learning. This helps children, including those with additional needs and those known to social care, to acquire the knowledge, confidence and skills they need as they move on to their next stage.

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Behaviour, attitudes and establishing routines Expected standard

Staff establish routines and expectations that help children understand what is expected of them. Children settle confidently into the day, engage positively in activities and develop independence through familiar routines. However, some expectations are not consistently reinforced by all staff and, therefore, children do not always develop a clear understanding of what is expected of them. Leaders recognise the importance of developing a consistent approach across the staff team.

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive relationships with staff and their peers. Staff model appropriate behaviour and help children understand how their actions can affect others. They encourage children to consider the consequences of their choices and use planned strategies to help them resolve difficulties and develop their problem-solving skills. Children increasingly play collaboratively and learn to get along with others in ways that are appropriate for their age and stage of development.

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Behaviour, attitudes and establishing routines Expected standard

Children show positive attitudes towards learning. They engage enthusiastically in activities, contribute their ideas and enjoy learning alongside others. Staff work with parents to promote consistent approaches to children's behaviour and consider children's ages, stages of development and individual circumstances when providing support.

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Behaviour, attitudes and establishing routines Expected standard

Leaders understand the importance of regular attendance and punctuality and have appropriate procedures in place to promote these with families.

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Children's welfare and wellbeing Expected standard

Staff know children and their families well and typically respond sensitively to their individual needs. The key-person approach supports secure and responsive relationships and helps staff understand children's routines, preferences and changing needs. On the whole, staff work closely with parents to provide continuity of care and adapt their approach according to children's ages, stages of development and individual circumstances.

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Children's welfare and wellbeing Expected standard

Children's physical development is given a high priority. Staff provide regular opportunities for children to be active and develop their gross motor skills, confidence and coordination. Children also learn about healthy lifestyles, including nutritious food and oral health, helping them to develop an understanding of how to care for their bodies.

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Children's welfare and wellbeing Expected standard

Staff support children's emotional wellbeing. Typically, they help children recognise and express their emotions and provide reassurance and support when needed. Staff consider children's individual circumstances and are alert to changes in behaviour that may indicate that a child needs additional help.

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Children's welfare and wellbeing Expected standard

Overall, care practices and daily routines meet children's individual needs. Staff work with families to ensure that children's care is appropriate to their stage of development, helping them to feel secure and well cared for.

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Curriculum and teaching Expected standard

Leaders have a clear understanding of what they want children to learn and provide a curriculum that reflects children's interests, needs and stages of development. Staff observe children and use what they know about their development to plan experiences that build on their starting points. They adapt their approach for children who need additional support so that they can participate and make progress.

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Curriculum and teaching Expected standard

Staff promote children's communication and language throughout the day. They use stories, props and open-ended questions to introduce new vocabulary and encourage children to think and express their ideas. Children are given time to consider questions and explain their thinking. Mathematical learning is incorporated throughout children's play and everyday routines. Staff introduce mathematical language and concepts naturally, helping children to develop their understanding of number, shape, size and measure.

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Curriculum and teaching Expected standard

Children develop their physical, personal, social and emotional skills through purposeful experiences. They climb, balance and negotiate stepping stones, while staff encourage them to try things independently before offering help. Staff help children understand their emotions and consider the feelings of others.

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Curriculum and teaching Expected standard

The quality of interactions is not yet consistently high. At times, staff do not recognise opportunities to extend children's thinking. This means that children do not consistently build further on what they already know and can do.

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Inclusion Expected standard

Leaders know the children and families who attend the setting well. They use observations and assessments to identify children who may need additional help. Children's progress is monitored and support is reviewed so that staff can respond to their individual needs. Children who face barriers make progress from their starting points.

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Inclusion Expected standard

Staff work with parents and other professionals, including the local authority and health services. Typically, staff use advice from others to inform individual strategies and make adaptations to experiences. Generally, staff consider the reasons behind children's behaviour and use approaches, such as prompts, reassurance and additional support. This helps children to develop their confidence, relationships and engagement in learning.

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Inclusion Expected standard

Leaders understand how additional funding can be used to reduce barriers and support eligible children's learning and development. When children are known to social care, staff work with other agencies, contribute to professional meetings and share relevant information. They review children's progress and consider whether the support in place continues to meet their needs.

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Leadership and governance Expected standard

Leaders understand the provision's strengths and areas for development and are reflective about how practice can continue to improve. Overall, they make decisions with children's best interests in mind, including those who may need additional support. Leaders work with parents and other professionals so that children's individual needs are understood and appropriate support can be put in place.

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Leadership and governance Expected standard

Leaders typically support staff through regular supervision, team meetings and an open- door approach. Staff have opportunities to discuss their practice, seek advice and develop their knowledge and skills. Professional development supports staff to build their knowledge and respond to children's individual needs. Leaders are mindful of staff wellbeing and workload, and staff know where to seek support when they need it. On the whole, staff feel supported in their roles and understand what is expected of them.

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Leadership and governance Expected standard

Leaders have appropriate arrangements in place for safeguarding and safer recruitment. Staff understand their safeguarding responsibilities and know how to respond if they have concerns about a child. Required suitability checks are completed and staff maintain appropriate first-aid knowledge.

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Leadership and governance Expected standard

Leaders monitor practice and respond when areas for improvement are identified. The systems and processes in place support staff to meet children's needs and keep them safe. Leaders recognise that some aspects of practice continue to require embedding as the provision develops. Their ongoing focus is on ensuring that agreed approaches are understood and implemented consistently across the staff team.

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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 are happy and settled at this welcoming setting. They arrive eager to begin their day and confidently separate from their parents. Children who are new to the setting are supported through a thoughtful settling-in process, helping them to form secure relationships with staff and feel that they belong. Staff know children well and provide reassurance and support when they need it.

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

Children enjoy a varied range of experiences and confidently make choices in their play. They explore castles, pirate ships, construction and creative activities and enthusiastically

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About this setting

join in with music and movement. Outdoors, children have frequent opportunities to develop their physical skills as they use ride-on toys, climb, balance and negotiate stepping stones. They use their imaginations as they pretend to steer a pirate ship and hold conversations using toy telephones. Children are active, curious and keen to take part.

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About this setting

Children enjoy stories and conversations with staff. They are encouraged to think, share their ideas and have time to respond to questions. Children explore stories about feelings and consider how characters might feel and why. This supports their communication skills alongside their understanding of their own emotions and those of others.

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About this setting

Children develop independence and confidence through everyday routines. They change into their indoor shoes when they arrive and are encouraged to try things for themselves. Children learn to play cooperatively, consider the consequences of their actions and resolve difficulties with others. They develop positive relationships with their peers and adults.

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About this setting

Children with additional needs and those who may face barriers receive individual support. Staff adapt their approach and work with families and other professionals when needed. This helps children participate fully in experiences, build confidence and make progress from their individual starting points.

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Next steps

Leaders should continue to embed the setting's newly established routines and ways of working so that staff develop a consistent approach across all aspects of practice. Leaders should build on the consistency of the quality of interactions by supporting staff to recognise opportunities to extend children's learning further.

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About this inspection

The inspector/inspectors spoke with leaders, practitioners, parents and children 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): 2858113

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Address:

Winterton Community Pavilion Newport Drive Winterton North Lincs DN15 9RG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Happyfeet Preschool Penguins Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 16:30

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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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