Happy Hedgehogs

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About Happy Hedgehogs

Name Happy Hedgehogs
Ofsted Inspections
Address 101 Top Street, Appleby Magna, Swadlincote, Leicestershire, DE12 7AH
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Leicestershire
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff support children to develop a close and trusting bond with them through positive interactions and a strong key-person system. This helps children to feel safe and settled at the nursery.

Children are confident. They smile at visitors and quickly involve them in their play. Staff consistently praise children for their efforts and achievements, building on their self-esteem.

Children thoroughly enjoy their time in the outdoor environment. It is a happy, social time for them. They become excited because of the stimulating interactions with staff.

For instance, staff spark children's curiosity and encourage ...them to use their imaginations during play. Children gather in the sandpit to search for 'treasure'. They develop physical skills as they use spades to dig and find hidden items.

Staff and children cheer with delight when they find treasure and proudly display it for others to see. Some children find buried sticks, and staff ignite their imaginations by asking, 'What if it's a magic stick?' Children are inspired by staff's suggestions and use their 'magic sticks' to cast spells and pretend to freeze each other. They run and giggle as they try to escape the magic spells.

Children use their creative and imaginative skills to make mud pies and mud milkshakes. They negotiate with each other as they decide who is making what. Children mix soil, sticks and leaves and then share their creations with staff and visitors.

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

Managers and staff have worked hard to address the actions raised at the last inspection. The actions taken have positively impacted children's learning and development, particularly their communication and language skills. For instance, children benefit from regular singing and story time.

Staff use lots of repetition of words to help build on their emerging vocabulary. They embrace children's interest in books through operating a nursery 'lending library'. Children select a book and take it home to share with their families.

Staff are respectful of children's backgrounds and celebrate their individuality. They gather information from parents about their family and home life. That said, staff overlook opportunities to use this information to help children reflect on their differences and what makes them unique.

Parents are complimentary about the nursery. They comment that staff know their children well. Parents say they appreciate the support and advice staff offer them.

For example, staff share information on potty training and how to make electronic devices safe for children. They comment that staff communication is effective, and they receive regular updates about their child's progress. Furthermore, staff share ideas for activities at home, to extend their children's learning further.

Staff regularly observe and assess what children know and can do to help plan for their next stage of learning. When staff deliver activities well, children are engaged and benefit from meaningful learning to help them progress. However, some staff are not as confident in delivering group activities that extend the learning of all children.

Children with special educational needs and/or disabilities are well supported. Staff liaise with parents frequently to share information in order to maintain a consistent approach. They work with other professionals to implement strategies to help children make progress.

Staff are good role models for children. They help children to make the right choices and to be kind to others. Therefore, children are confident and learn to play cooperatively with their peers.

Furthermore, staff encourage children's independence. For instance, during mealtimes, children wash their hands, pour drinks, and use cutlery. However, on occasion, mealtimes can become chaotic.

Children become restless as they wait for their dinner and move around without direction from staff.Staff feel valued and supported by leaders. They receive thorough induction training when they start employment.

This helps them to understand their role and responsibilities. Management conducts regular staff supervision to monitor performance and training. Targets are identified to help staff improve outcomes for children.


The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: provide children with a rich set of experiences to promote their understanding of similarities and differences and what makes people unique strengthen the skills of less confident staff in delivering group activities that build on children's existing knowledge review the organisation of mealtime routines to ensure all children remain engaged and supported.

Also at this postcode
Sir John Moore Church of England Primary School

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