Happy Tots Private Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

The provider does not have sufficient oversight of the nursery. There are breaches to the statutory requirements that have an impact on children's overall learning and well-being experiences. Leaders do not always ensure that the deployment of staff is effective.

They do not ensure that all children have been allocated a key person. Therefore, staff are unable to ensure the role of the key person is effectively fulfilled.Children, particularly those with special educational needs and/or disabilities (SEND), do not access a broad and ambitious curriculum that helps them to progress.

Some children do not benefit fr...om targeted teaching to help them make the progress of which they are capable. This affects their ability to develop positive attitudes to learning. The lack of oversight from the provider limits staff to support the quality of education for all children.

This means children do not make the progress of which they are capable.Children demonstrate that they feel content as they settle with ease. Staff create a calm and welcoming atmosphere.

They are approachable, friendly and kind. As a result, children are happy and enjoy their time at the setting. Children behave well and listen to and respond to instructions from the staff to keep themselves safe.

For example, they help to tidy up and put on their coat when going out to the garden.

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

The provider fails to oversee the arrangements for staffing effectively. They do not demonstrate a secure understanding of the requirements of the 'Statutory framework for the early years foundation stage'.

This compromises children's overall safety and welfare. For example, due to ongoing staffing issues the deployment of staff is not always effective. Staff are occasionally overwhelmed and unable to meet children's individual education and care needs, particularly those with SEND.

This negatively impacts children's emotional well-being.Children do not develop a positive attitude to learning. Due to staff inconsistencies, they are not able to plan ambitious and enjoyable learning experiences.

Staff are unable to implement the curriculum to a good standard. Therefore, they are unable to ensure children make good progress in all areas of learning.The provider does not ensure there is an effective key-person system in place.

Some children are not assigned a key person, while others do not have their key person caring for them, as they are working in another room. Consequently, staff working with children do not know their individual needs. The provider does not ensure that the key person plans effectively to support their key children's individual learning needs.

Children are unable to form secure attachments at the nursery.Support for children with SEND is weak. Although staff gather information from parents to gain an understanding of children's starting points, they do not always use this information to put suitable strategies in place, to support children where needs are identified.

This prevents some children from making progress in their learning.Leaders ensure all staff complete mandatory training, such as first aid and safeguarding. Staff are aware of what to look out for and how to report these concerns.

Staff demonstrate how they complete daily risk assessments and take appropriate steps to identify and minimise risks to children.Diversity and inclusion are promoted within the setting. Children show respect to their friends and recognise that everyone is different.

Staff read 'My First Chinese New Year' to children as they learn about each other's cultures through music and books. This supports children to understand that everyone is different.Staff promote children's physical development reasonably well.

Older children take part in yoga activities and all children have regular access to the nursery's garden. Children enjoy the nursery's outdoor apparatus to climb and ride on the wheeled toys. These opportunities help children to develop their large muscles.

Staff in the baby room support babies to engage in a range of activities to support their communication and language. For example, as babies explore the instruments, staff join in and model how to bang the drum and shake the tambourine. Staff talk to babies about the different musical instruments and introduce new vocabulary.

This helps babies to hear some new words and encourages their emerging speaking skills.

Safeguarding

The arrangements for safeguarding are not effective.There is not an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

The provision is inadequate and Ofsted intends to take enforcement action.

We will issue a Welfare Requirements Notice requiring the provider to: Due date ensure all children are assigned a key person promptly, and that children's care and learning are tailored to their individual needs 14/02/2025 ensure that staff deployment arrangements are effective in consistently meeting the education and care needs of all children 14/02/2025 ensure that arrangements are in place to support children with SEND so that their individual needs are consistently met by all staff, and that they receive targeted support and intervention promptly to help them make good progress.14/02/2025 To meet the requirements of the early years foundation stage, the provider must: Due date provide children with consistently ambitious and meaningful learning experiences to ensure they make good progress in all areas of learning.

14/02/2025

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