Happy Days Nursery

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About Happy Days Nursery

Name Happy Days Nursery
Ofsted Inspections
Address 91 - 93 Chalcombe Avenue, Northampton, Northamptonshire, NN2 8LB
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority WestNorthamptonshire
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is outstanding

Children relish their time in this setting. They are excited and full of curiosity when they arrive.

For example, they quickly become absorbed in feeling the texture of the paint on the cling film and comparing this to using paint on paper. Babies form extremely close bonds with their key person and readily turn to them for a hug before going back to their play. Children are highly independent and very keen to do things for themselves.

Toddlers show a lot of persistence in making their own sandwiches. They master using the knife to spread on the butter and make healthy choices of fillings. Babies are developing ...a real love for books, and staff read enthusiastically no matter how many times the younger children ask for their favourite story.

They love turning the pages and making the props and puppets walk across the page while the staff read. Children's behaviour is exemplary. For example, older children happily take turns in games such as 'snap' and they accept losing with good grace.

Other children happily play cooperatively together, taking it in turns to dig for treasure. Staff are highly enthusiastic and encourage children to tackle more challenging activities. For example, children energetically use all their large body movements to climb in and out of the huge tyres.

They very quickly learn to balance and use the two-wheeled bicycles and are adept at avoiding obstacles while riding at speed.

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

Staff prioritise children's language development right from the very start. For example, babies readily use some signs to support their communication.

They eagerly repeat words that they hear the staff say, such as the names of animals. Older children use more complex sentences to plan and explain what they might do next. For example, they share with their friends what they are going to play with after lunch.

Staff promote children's literacy skills particularly well. Younger children love making marks in the mud outside or having a go at writing the letters of their name in the sand. Older children know that their marks carry meaning.

They become absorbed in making lots of careful lines and squiggles in rows to represent writing. They explain that they have written a food list so they can go shopping.Staff make highly accurate assessments of what children can do and what they need to learn next.

They are excellent at weaving this into their planning and provision of activities. For example, they make sure they provide activities which excite children. Children are highly delighted to find shiny stones unexpectedly in the sand.

Staff are exceptionally good at using this interest to extend their mathematical knowledge and provide challenge for the youngest children. They confidently count how many they have, going past 10 with ease. They recognise the quantity and can add two more or take one away.

Managers are inspiring and care deeply that all children receive the very best. They continually seek to improve staff's teaching skills through rigorous performance management. Managers regularly observe staff and help them reflect on their strengths and ways to improve.

Training is carefully targeted at developing essential skills, for example the best ways to support children's language development.Staff constantly emphasise being kind and having a respect for each other. They are excellent role models, showing children how to be helpful and take care of each other.

Older children love to help pour a drink for others. They readily help younger children do things, such as finding cutlery at mealtimes.Children with special educational needs and/or disabilities receive excellent support.

Staff work very closely with parents and professionals, such as the physiotherapist. Staff work exceptionally hard to include children in all activities and to meet all aspects of their needs. Staff are also teaching the children to sign so that they can communicate with children who may not be able to speak.

Staff are extremely aware of children's individual needs and know exactly what experiences they need to enhance their learning. Children who do not have gardens at home love the experience of being outside, planting seeds and watching things grow. Staff enthusiastically encourage babies who have fewer experiences of climbing to have a go.

They quickly master climbing the stairs to the large slide.Staff place great importance on working closely with parents. They take care to make sure parents know about their child's day and what they have been learning.

Parents are highly involved in their child's learning and contribute to assessments and decisions about what their child needs to do next. Parents speak highly of the staff and really appreciate the care taken to build close relationships with their children.


The arrangements for safeguarding are effective.

Children's safety and well-being are given a high priority in this setting. The manager and staff get to know families exceptionally well. They are highly alert to changes in circumstances which may put children at risk of harm.

The manager has rigorous systems in place to ensure that any concerns are recorded and reported correctly. Staff are very confident in recognising possible signs of abuse and are very clear on how to report their concerns. All staff can readily identify factors which may point to children being in contact with radical and extreme activities.

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