Happy Little Hearts DaycareOfsted report card, 6 Oct 2026

Happy Little Hearts Daycare

Unique reference number (URN): 2869747 Address: Titchfield Community Association, Titchfield Community Centre, Mill Street, Titchfield, Fareham, PO14 4AB Type: Childcare on non-domestic premises Registered with Ofsted: 04/12/2025 Registers: EYR Registered person: Happy Little Hearts Daycare 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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Inclusion Strong standard

Leaders support all children extremely well and promote a highly inclusive culture across the whole setting. Knowledgeable and experienced staff value every single child. Staff accurately monitor all children's learning and development thoroughly. They take ample time to get to know children and their parents and carers well. This allows them to identify children's needs quickly so they can seek external support to put targeted measures in place. Leaders understand the importance of asking for help at the earliest opportunity, in order to best support children. They have forged excellent partnerships with external professionals. Staff invite them into the setting and value working closely with them, appreciating the strategies they provide. They accurately use these throughout the day when working with children. Consequently, children are confidently meeting their targets.

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Inclusion Strong standard

Leaders support children with special educational needs and/or disabilities confidently. Staff access relevant training to enhance their knowledge and understanding of children's specific needs. As a result, they skilfully support children so they thrive and develop well in their care. Staff use additional funding appropriately to provide activities and experiences to enhance opportunities for children. For example, they purchased equipment, such as a climbing frame and bicycles, to help children to develop their physical skills and enhance their overall experience.

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Achievement Expected standard

All children generally make steady progress in their development. They enjoy learning and are curious and confident in the setting. Children benefit from accurate support from staff and external professionals when needed, with targeted interventions. Children demonstrate perseverance as they balance and then walk across tyres. They smile as they receive praise, showing trusting relationships. Children use water to paint on an outside chalkboard, and they try to copy the letters in their names. They jump as the cold water splashes onto their face, before giggling and turning round to show friends. This demonstrates positive relationships.

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Achievement Expected standard

Children are in the main beginning to develop self-help skills and an awareness of how to keep themselves healthy. They wipe their own noses and throw the tissues in the bin. Children enjoy using child-safe knives to chop their own fruit, before placing it into a bowl. They enjoy washing their own bowls up after snack, before drying their hands. This helps them to develop independence skills, in preparation for the next stage in their learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff generally have high expectations of children's behaviour. They are positive role models who clearly respect all children, as well as each other. Children have positive attitudes to learning and are keen to learn. They enjoy taking part in the range of activities on offer, both indoors and outdoors. Older children help the younger children by passing them resources that are out of reach. Staff speak to children calmly and praise them for following the behavioural expectations, such as to use 'kind hands and feet.' This allows children to receive consistent messages surrounding their behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Children show an understanding of the routines at the setting. For instance, they know they need to wait for an adult before they go into the outside area. Staff respectfully ask children if they need to go to the toilet, and praise them when successful. This helps children to become increasing independent and promotes their self-help skills. Younger children have a designated sleeping area should they need to rest and relax. This helps to promote their health and wellbeing.

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Behaviour, attitudes and establishing routines Expected standard

Leaders typically monitor children's attendance to keep them safe. They work with families to make adaptations to children's attendance patterns when required so that children can continue to attend. For example, children can access shorter sessions or arrive at the setting later if they have had a challenging morning. This helps to break down barriers for families and promotes children's social skills.

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Children's welfare and wellbeing Expected standard

Leaders typically prioritise children's welfare and wellbeing and put all children's needs first. They have policies and risk assessments in place. Leaders review these regularly and adapt them as necessary to ensure the setting remains safe and secure. Staff know children and their families well. They know how they learn best and any barriers they could face in their learning. They generally work diligently to adapt their routine and resources as necessary to allow for all children to be able to participate. For instance, they noticed that younger children struggled to reach the water tray so they bought a new, lower one. This helps to make children feel included and valued.

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Children's welfare and wellbeing Expected standard

Leaders generally encourage children to lead healthy lifestyles. They promote healthy lunch boxes and have high expectations to promote children to look after their bodies. They explain that children should eat their savoury food before they eat their sweet food, as it is important to eat the vitamins. Children tell staff that they have apples and mangos in their lunch boxes. They hold them up to show their friends, and say they are, 'yummy.' Children have a discussion about who packed their food today, and children listen respectfully. This demonstrates that children have trusting relationships with their friends.

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Curriculum and teaching Expected standard

Leaders provide a unique curriculum which is well sequenced for all children. Staff make changes as necessary to reflect children's current interests. They ask children for their opinions on what activities they want out, to ensure the environment remains stimulating for all. Staff work closely with parents and carers to share information about their children's developments and next steps for learning. This promotes collaborative working between the setting and home.

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Curriculum and teaching Expected standard

Staff encourage children to be curious, asking them to describe the environment and what they can see. Children enjoy leading their own play and adapting activities. For instance, they decide to put dinosaurs into the space-themed tray. They laugh as dinosaurs stomp over pictures of astronauts, and encourage staff to watch. Staff find it funny and smile along with children. They ask children targeted questions, such as, 'How many astronauts can you see?' Children count them, helping to develop their mathematical skills. On occasion, however, in eagerness to teach children new concepts, staff ask questions and do not give children ample time to give a response. This does not fully support children's developing language skills.

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Curriculum and teaching Expected standard

Staff are aware of what stage of learning their key children are at and what they still want them to achieve. They observe children during their play to allow them to plan manageable targets for learning. When children meet these, staff praise children and then work with parents to set further ones. This helps to ensure that children are well prepared for the next stage in their learning.

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Leadership and governance Expected standard

Leaders generally have an understanding of the setting's strengths and areas for development. However, this is not yet always consistently reflected in identified priorities for improvement. Staff provide a child-led, safe and inclusive environment that caters for all children. Leaders promote staff attending training courses, to update and increase their knowledge and skills. Recent training on supporting children with special educational needs and/or disabilities is beginning to have a positive impact on children's outcomes.

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Leadership and governance Expected standard

Leaders hold one-to-one and team meetings with staff, which helps them to feel valued and appreciated. They also prioritise staff workload so they do not feel overloaded. This allows staff to feel supported and valued, and they enjoy their time working at the setting.

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Leadership and governance Expected standard

Leaders form and build secure relationships with all parents and carers. Staff give daily feedback to parents and offers support as necessary. For example, they signpost parents to local support groups. Staff work well with parents and value all children. This partnership way of working leads to best outcomes for all children. Children are able to borrow books from the setting to share with their parents at home. This allows them to work together with staff to share children's learning. Parents are happy with the care given to their children and the communication they receive. They feel their children are well looked after by the supportive and knowledgeable staff.

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

Children happily arrive at the setting and instantly run in, confidently separating from their parents and carers. Staff show genuine warmth and kindness as children arrive, and they respond back with a smile. Children quickly notice their friends and work together to decide what to play with. Children chat away with staff and their friends as they make dinner in the play kitchen. They concentrate well as they post food through a slot into the pretend oven. Children tell staff they are making soup, and offer some to staff as they take turns to stir it. Staff thank children and praise their efforts, helping them to develop their self-confidence.

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

Leaders have developed a curriculum that reflects the needs and interests of the children who attend. Staff understand what they want children to learn and use assessment effectively to plan experiences that build on children's starting points, to support their next steps. Activities are adapted well to enable children of different ages and stages of development, including those with special educational needs and/or disabilities, to participate fully in learning and be prepared for their next stages in learning.

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

Children know the routine well. They sit down happily to take part in welcome time. Children take turns to say hello to their friends, with big smiles on their faces. They concentrate well as staff read a favourite book, 'The Gruffalo'. Children know the book well and talk about how the Gruffalo eats ice cream and crumble. Children laugh as they say, 'He ate chips.' Staff giggle and ask children if they also like to eat chips. This leads to laughter, showing children feel happy, safe and comfortable at the setting.

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

Children initiate their own play, and kindly invite others to join them. For instance, children work together as they use different tools with modelling dough. They cut the dough as they say, 'I'm chopping it.' Children use the tools in different ways, to cut, roll and stab the dough. They show their coordination skills as they manipulate the dough into desired shapes. This helps to develop their small muscle skills.

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Address:

Titchfield Community Association Titchfield Community Centre, Mill Street, Titchfield Fareham PO14 4AB

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Happy Little Hearts Daycare LTD

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:00

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Next steps

Leaders should support staff to consistently make even greater use of everyday opportunities to promote language skills by pausing and allowing children more time to answer questions. Leaders should further develop their methods of evaluation for the setting to help to create a transformational impact.

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About this inspection

The inspector spoke with leaders, staff, children and parents and carers 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.

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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. 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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