Happy Hens Childcare Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children arrive confidently, bursting into the club room, eager to share news of their day with staff. They show that they are familiar with the club routines.

Children independently hang up their coats and bags, before settling to eat snack with their friends. They happily chat with staff and friends. Children know what resources are available and quickly settle to their chosen activity indoors.

They especially enjoy playing outside. Older children practise their football skills, showing consideration to other children who are playing outside. Younger children develop good balancing skills as they ride scooters, following... a marked road on the playground.

Children enjoy the social aspect the club offers at the end of the school day. They enthusiastically share ideas to develop their theatrical productions with staff. Older children ensure younger children who show an interest are included.

They are kind and nurturing towards the younger children. This helps younger children build confidence to support the move to school and to settle into school. Younger children are keen to share their ideas and show their artwork to older children and staff.

For example, when painting pictures of dinosaurs, staff encourage children to talk about the different features and colours they use.

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

Leaders have a clear ethos for the club, which is shared with staff. They work well together as a team to provide a positive environment for all children to relax and play in.

Staff state that they feel well supported to fulfil their roles, and benefit from regular supervision meetings that help to develop their knowledge and skills. Leaders encourage staff to complete training and to seek professional qualifications to help develop their practice further.Staff talk to children as they play.

They get to know children well and listen to what children say. Staff encourage children to share ideas about what they would like to do when they attend. They value children's views and plan to meet their requests for activities.

Children say that they enjoy attending the club and that they are confident to ask for different resources.Staff establish strong partnerships with the host school and pre-schools that children attend. They share information to ensure they understand children's specific needs and work together to help children settle.

Staff understand that for some children, starting school and attending the club is a big change, particularly after the recent COVID-19 lockdown periods. They work closely with parents and staff at other settings that children attend to help children manage this change positively.Parents are very positive about the club.

They state that their children enjoy attending, and sometimes do not want to come home. Parents add that they believe their children are safe and appreciate the location of the club in the school grounds. They value the opportunities attendance at the club presents to their children to form friendships and develop social skills, particularly after the restrictions imposed during the COVID-19 pandemic.

Children have good opportunities to be physically active, both inside and outside. They develop imaginative games using indoor pop-up tents and tunnels. Staff follow children's interest in dancing and play age-appropriate music to which children move and jiggle.

However, sometimes the environment becomes noisy and boisterous as some older children, occasionally, forget the club rules about not running inside.Staff provide children with a range of healthy snacks and water to drink. Children confidently help themselves to vegetable sticks, tortilla wraps and cheese.

However, staff do not always ensure children wash their hands before eating snack to help to promote good hygiene routines.Staff are keen to provide children with a positive and enjoyable experience at the club. They are kind, caring and eager to ensure children can access what they need.

However, sometimes in their eagerness to help children, staff do not consider if children can do things for themselves. For example, when children ask staff to draw an outline of a cat, or to cut out a shield, staff do not encourage children to try first.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure staff receive regular training about child protection and safeguarding issues. Staff know the possible indicators for child abuse and neglect. They know what to do should they have any concerns about a child's welfare.

Leaders implement robust recruitment processes that help to assure the suitability of adults working with children. Staff understand their responsibilities to follow the whistle-blowing policy. They demonstrate a good understanding of wider safeguarding issues, such as the risks to children of being exposed to extremism.

Also at this postcode