|Name||Happy Days Penair|
|Ofsted Inspection Rating||Good|
|Inspection Date||26 November 2019|
|Address||Penair School, St. Clement, TRURO, Cornwall, TR1 1TN|
|Phone Number||01872 264568|
|Type||Childcare on Non-Domestic Premises, Full day care|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
What is it like to attend this early years setting?
The provision is good
Managers and staff create an extremely warm and welcoming environment for children and their families. As a result, children have a strong sense of belonging and are happy. Staff have a good understanding of each child’s individual needs, and they identify appropriate next steps to ensure that children are making good progress in all areas of learning. Children display high levels of confidence and independence. For example, toddlers are encouraged to find their wellies before they go outside to play and older children make their own wraps for their tea. Children with special educational needs and/or disabilities are very well supported. Staff liaise with other professionals and use their expertise to help children make the best possible progress. Children behave well; they show kindness to one another, share and take turns. Toddlers show curiosity as they take part in a bug hunt around the garden. They use magnifying glasses to explore snails and worms. They become excited as they find a ’wiggly worm’. Staff extend children’s language and understanding by asking questions such as, ’what is it?’ and ’does it have legs?’. The manager has an ambitious vision for providing children with rich and meaningful learning experiences. She is passionate about providing high-quality care and education. Staff receive regular feedback on their performance and training is regularly provided. As a result, staff are well equipped to fulfil their roles and provide children with a range of learning opportunities that well support their needs.
What does the early years setting do well and what does it need to do better?
nBabies enjoy exploring the natural world, discovering a range of textures, such as sticks and pine cones in the outdoor area. Younger children’s physical development is supported well; they learn to climb small steps into the garden area. They listen to the noises they hear and quickly notice as they hear a helicopter passing overhead. They look up and become excited when they can see the helicopter.nOlder children’s physical development is supported well. They enjoy playing hide and seek in the woods, and show confidence as they run around the obstacles in the woodland area. They take turns to chase and find their friends.nChildren are making good progress in their literacy. For example, they learn about letters and the sounds they make. They are confident to recognise their name as they register themselves into nursery. There are plenty of opportunities for children to mark make, such as on paper and in the sand tray.nChildren explore a range of mathematical concepts, and learn about numbers, colours, shapes and sizes. For example, children play a game where they need to match shapes and colours. They take turns and offer help to their friends.nThe key-person system is highly effective, and children have positive attachments with staff. Staff respond with warmth to babies as they offer cuddles and reassurance. Older children confidently seek adult support when they need help.nChildren express their creative skills as they give puppet shows for their friends. Children buy tickets from the ’box office’ to watch and listen to the story of ’Little Red Riding Hood’ and ’Rapunzel’. However, staff do not consider the best place for this activity to ensure children’s full engagement and to avoid distractions.nChildren benefit from healthy lifestyles. They have home-cooked meals, and have plenty of opportunities to play outdoors where they can run, jump and hide in the woods.nThe manager has high expectations of staff and she leads by example. She reflects on practice and observes staff regularly to ensure the quality of teaching is at a consistently high level. Most adult-led activities have clear learning intentions.nPartnerships with parents are highly effective. Parents have nothing but praise for the service and support they receive. Parents receive regular feedback on their children’s learning and development, which helps to support their children’s progress at home.
The arrangements for safeguarding are effective.Managers and staff have a clear understanding of the procedures to follow in the event of concerns regarding children’s welfare. There are effective systems in place to monitor when children sustain injuries away from the setting. The manager implements robust recruitment procedures to ensure that all staff are suitable. Children learn about keeping themselves safe. They are reminded about not talking to strangers when they see people walking past the garden fence.
What does the setting need to do to improve?
To further improve the quality of the early years provision, the provider should:nconsider the learning environment to ensure the layout of equipment and resources supports children to be fully engaged in their learning and play opportunitiesncontinue to develop adult-led activities to ensure staff have a clear plan of what they want children to learn next.