Be Happy Day Nursery Cippenham

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff create a nurturing, home-from-home environment.

They gain information from parents about children's care and learning needs on entry to the setting. This enables staff to develop strong attachments with children, which has a positive impact on children's well-being and emotional development. Children build warm, trusting relationships and feel happy and secure in staff's care.

They are eager to start their day as they are warmly welcomed by staff.The manager has an ambitious vision to provide high-quality inclusive care and education to all children. She uses additional funding well.

She provides a curri...culum that is designed to give all children the knowledge and skills they need to succeed. This includes children with special educational needs and/or disabilities, and those learning English as an additional language.Staff complete regular observations of children.

They use these to identify promptly any gaps in children's learning and seek early professional help, when needed. Staff have been proactive in identifying the impact on children's learning and development of prolonged absences due to the COVID-19 (coronavirus) pandemic. Consequently, they have a consistent approach to supporting children's learning, and most children are catching up quickly.

Children learn about healthy lifestyles. For example, they know and understand the importance of washing their hands at appropriate times. Children take part in outdoor play regularly to make sure they get plenty of fresh air and exercise.

Staff encourage them to make healthy food choices and have interesting discussions with children about the importance of keeping themselves hydrated.

What does the early years setting do well and what does it need to do better?

Children demonstrate a positive attitude to learning. Overall, they concentrate, enjoy activities and are curious to learn new things.

They listen intently and respond well to adults. For example, they enjoy listening to stories and confidently talk about what is happening. However, some activities are not always fully age-appropriate and do not entirely promote younger children's engagement at the highest level.

The manager provides ongoing training and supervision for staff and promptly identifies any weaknesses in practice. However, there is scope for further improvement in helping the less experienced staff to gain an even better understanding of how to support children's learning.Staff promote children's communication skills well.

They present information clearly to children and promote conversations effectively. Children talk confidently about changes in their environment, for example recognising that when the clouds become dark it is going to rain.The manager and staff are passionate about helping children to develop the key skills and attitudes they need to be ready for school.

For example, they encourage children to complete tasks independently, including pouring drinks and self-registering on arrival.Overall, staff know the children well and complete assessments effectively to identify what they need to learn next. However, the less experienced staff do not always fully implement children's next steps into activities, to focus fully on their learning.

As a result, they do not consistently adapt their teaching approach to build on what children already know and can do.Staff build good relationships with parents and communicate effectively about children's learning and development. Parents speak very highly of the nursery and how supportive staff have been, particularly during the COVID-19 pandemic.

Staff ensure that children have a range of experiences that encourage them to be physically active. For example, children play outdoors and learn to jump from crates and manoeuvre around obstacles.Staff are good role models and give children gentle explanations of expectations of behaviour.

Children behave well and enjoy the company of others. They play cooperatively, and staff encourage them to share and take turns. The key-person system is securely in place.

Staff have a good knowledge of their individual key children, including their development, care needs and what makes them unique. Staff are attentive to children's needs and recognise when they need additional emotional support, for example when younger children become tired and need a cuddle.

Safeguarding

The arrangements for safeguarding are effective.

Robust recruitment and vetting arrangements help ensure that those working with children are suitable for their role. Staff have a good knowledge and understanding of child protection, including the wider aspects of safeguarding. Managers ensure staff undertake regular training, so their knowledge remains current.

Staff confidently describe the action they would take if they had concerns about a child's welfare or regarding a colleague's practice. They implement effective risk assessments that help to ensure children can play in a safe and secure environment.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: review the use of whole-group activities so that the experiences provided are fully age-appropriate and promote children's engagement at the highest level continue to focus supervision more sharply on helping the less experienced staff develop an even better knowledge of how to support children's learning.