Happy Days Nursery and Pre-School Yeovil

Happy Days Nursery and Pre-School Yeovil
Unique reference number (URN): EY487222
Address: 25 Forest Hill, Yeovil, Somerset, BA20 2PG
Type: Childcare on non-domestic premises
Registered with Ofsted: 30/03/2015
Registers: EYR, CCR, VCR
Registered person: Yew Tree Nursery Limited
Inspection report: 10 June 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
Safeguarding standards met
The safeguarding standards are met. This means that leaders and/or those responsible for
governance and oversight fulfil their specific responsibilities and have established an open
culture in which safeguarding is everyone's responsibility and concerns are actively
identified, acted upon and managed. As a result, children are made safer and feel safe.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
Met: The setting has an open and positive culture of safeguarding.
Not met: The setting has not created an open and positive culture of safeguarding. Not all
legal requirements are met.

Expected standard
Achievement Expected standard
In the main children, including those who are disadvantaged, have SEND or who face
barriers to learning, make progress from their starting points. Children generally develop the
skills and knowledge they need for the next stage of learning. However, inconsistencies in
staff's understanding of what they need to teach means children's learning is not always fully
extended.
Children typically gain increasing independence and confidence as they move through the
nursery. Babies begin to feed themselves using spoons and hold their own cups. Those
children learning to walk pull themselves up using furniture, hold staff's hands for support
and take steps as they develop their balance and coordination. Younger children join in with
familiar nursery rhymes and songs. They sing some words and copy actions. Children show
they are learning to share as they pass jugs and equipment to one another in the water tray.
Older children typically communicate confidently and show increasing concentration and
listening skills. They hold pens and paintbrushes with increasing control and accuracy and
show an interest in early writing, including attempting letters in their names. Overall, children
demonstrate that they are gaining a broad range of skills and knowledge and are prepared
for their transition to the next room or school.
Behaviour, attitudes and establishing routines Expected standard
Staff typically have high expectations of children's behaviour. They organise routines well to
help children to understand what is expected of them. Staff adapt routines to meet children's
ages and stages of development. For example, staff support babies to begin to use cutlery,
while they encourage older children to clear away their plates after meals. Children show
they understand these routines and follow instructions positively. Older children help to put
resources away. Babies crawl over when they recognise that food is being prepared.
Children generally behave appropriately and show positive attitudes towards their learning.
They engage readily in activities and sustain their attention on experiences that interest
them, such as drawing, sand and water play, and singing and moving to music. Older
children ask for additional songs after music sessions. This demonstrates their enthusiasm
and engagement. Staff typically build warm relationships with children and know them well.
Babies form secure attachments and staff respond promptly showing care and warmth.
Staff support children's emotional development by encouraging them to use calm spaces
when needed and by talking about and naming feelings. Children play cooperatively and
show consideration for others. For example, younger children share tools in the water tray
and older children work together to tidy up, allocating tasks between themselves. Leaders
monitor children's attendance and punctuality. They follow appropriate procedures to help
children form positive habits for school.

Children's welfare and wellbeing Expected standard
Staff support children's welfare effectively. Staff carry out regular checks on sleeping babies
and support children of all ages to wash their hands before meals. Staff work closely with
parents to ensure routines remain consistent and adapt them as children's needs change.
For instance, when babies begin weaning, staff speak with parents about which foods
children have already tried before introducing new foods at the nursery.
Staff promote healthy lifestyles throughout the setting. Children take part in cooking
activities that help them to learn about healthy food choices and develop their understanding
of nutrition. Daily routines support children's growing independence and help them to
develop self-care skills appropriate to their age and stage of development. Staff provide a
range of daily outdoor opportunities for children to be physically active. This includes
dancing energetically to music.
Staff generally support children's emotional wellbeing effectively. They listen carefully to
children, encourage them to express their feelings and emotions. Staff typically provide
reassurance and comfort to children to help them feel safe and safe. Staff respond swiftly to
babies with calm words and cuddles to help them feel secure. This helps new babies to
settle quickly. Key person arrangements have improved since the last inspection, however
they are not yet fully embedded. For example, not all staff have a robust understanding of
their key children's needs and do not always recognise and respond promptly when children
are a little upset or unsettled. This means for some children relationships are not as secure
as others.
Curriculum and teaching Expected standard
Leaders have designed a broad and well-sequenced curriculum that supports children to
develop the knowledge and skills they need across all areas of learning. Staff generally
implement the curriculum effectively and provide purposeful learning experiences that help
all children, including those with SEND and barriers to learning, make continual progress
from their starting points. For example, staff use clear and simple instructions at tidy-up time
to support children who find following routines difficult. Staff typically know children well and
use regular assessments to identify next steps in learning. They plan motivating experiences
that help children practise and build on existing knowledge and skills. Interactions are
positive and supportive. Staff encourage children to persevere with tasks they find difficult.
For example, they saying 'keep trying' when children learn to do up buttons or when younger
children join construction pieces to build towers.
Staff implement the communication and language curriculum effectively. They name toys
and objects during their play. Staff repeat back sounds and emerging words to support
children's early language development. They teach mathematics through play and daily
routines. Younger children learn colours, shapes and language, such as 'big' and 'little',
while older children work out how many plates they need at lunch. Staff also support
children's physical development effectively through outdoor equipment and yoga sessions
that build their balance, coordination and body control. However, not all staff have a secure
understanding of the intended learning behind activities. This means teaching is not always

sharply focused on what children need to learn next and staff are unclear on what skills and
knowledge they need to teach. This means children's learning is not always fully extended.
Inclusion Expected standard
Leaders and staff create an inclusive environment where all children, including those with
special educational needs and/or disabilities (SEND) and those facing barriers to learning,
access learning opportunities alongside their peers. Staff generally use assessment and
monitoring procedures well to identify gaps in children's learning and development at an
early stage. When staff identify concerns, leaders act promptly to secure appropriate
support. They make timely referrals to other professionals, such as health visitors and
speech and language therapists. Leaders ensure staff receive training around supporting
children with SEND to strengthen their knowledge and practice. This helps all to children
make progress from their starting points and participate fully in nursery life.
Leaders understand local processes for accessing additional support and funding. They use
available funding effectively to reduce barriers to children's learning and increase their
participation. For example, staff provide sensory resources and calm spaces to help children
regulate their emotions when they become overwhelmed. Staff also use visual prompts, now
and next boards, photos and sign language. This helps to support children's communication,
understanding of routines and transitions and ability to express their needs and preferences.
Staff work closely with families and involve them in reviewing children's progress and the
impact of support strategies. Parents and carers value the guidance they receive and use
suggested approaches at home.
Staff plan carefully for children's transitions. They arrange meetings with schools and other
professionals to share information about children's strengths, needs and successful
strategies. This helps children with SEND to move smoothly to the next stage of their
education.
Leadership and governance Expected standard
Leaders understand the children, families and local community they serve. They generally
maintain an effective overview of the setting's strengths and areas for development and
work with staff to improve practice. For instance, leaders are continuing to work on staff's
ability to reflect and adapt their practice to have an even greater impact on practice. Staff
report that leaders support their workload and wellbeing effectively. Leaders identify
children's needs promptly and ensure interventions are put in place at the right time to help
all children make progress in their learning.
Leaders have established positive partnerships with parents and carers, schools and other
professionals. Parents report that communication has improved since the last inspection.
Staff work closely with parents whose children are soon to start school. For instance, staff
send weekly challenges and activities home for parents to help children practise some key
skills they need ready for school. Leaders have improved communication with parents and
and parents now receive more detailed information about children's learning. However,
leaders recognise that at times parents do not receive information promptly enough about
the day to day running of the nursery. For example, leaders do not always inform parents

promptly when children need to start at a later time due to staffing issues for example. This
can sometimes have a negative impact on how children arrive and settle.
Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Leaders and staff have strengthened the provision for children since the last inspection.
Support and coaching for staff and leaders have improved key-person arrangements, and
staff now manage children's behaviour more effectively. Staff have received training and

ongoing feedback from leaders, which helps them reflect on their practice and adapt their
teaching for children more rapidly. Leaders have also improved communication with parents
and carers to enhance consistency for children between home and the setting.
Children enjoy their time at the setting and engage enthusiastically in the wide range of
learning opportunities staff provide. For example, babies happily lie on their tummies to look
at books and begin to turn pages independently. Older children eagerly take part in whole-
group dancing sessions, moving rhythmically and using wooden blocks to clap to the beat.
Staff interactions and these experiences help all children, including those with special
educational needs and/or disabilities (SEND) and those with barriers to learning, develop a
broad range of skills and knowledge across all areas of the curriculum. This helps children
to be ready for the next stage in their learning journey.
Children settle quickly and form secure relationships with their key person. Babies, including
those new to the setting, show that they feel safe and secure. For example, they confidently
explore their environment and seek out staff. Babies raise their arms for cuddles and
respond with smiles and babbling during interactions. Older children show independence
and pride in their achievements. For example, they point out proudly to staff when they
fasten their own buttons as they practise independence skills in preparation for school.
Children follow familiar routines and play cooperatively. They behave well and show care
and respect for staff, toys and each other. Older children respond quickly to the tidy-up song
and help to clear away resources. Older babies move themselves into low chairs when they
see snack preparation begin. Leaders monitor children's attendance and share expectations
with parents. This helps children to develop positive habits for school.
Next steps
Leaders should help staff to define learning intentions for activities more precisely, so
these experiences consistently build on children's knowledge and skills.
Leaders should further embed the key-person system so that all staff have robust
knowledge of their key children to ensure experiences for children are consistent.
Leaders should continue to improve communication with parents and carers by ensuring
any changes to the nursery's day-to-day operations are shared promptly.
About this inspection
The inspector spoke with leaders, staff, children and parents and carers during the
inspection.
We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the
quality and standards of provision that is registered on the Early Years Register. The
registered person must ensure that this provision complies with the statutory framework for
children's learning, development and care, known as the early years foundation stage.

Inspector:
Mikaela Jauncey
About this setting
Unique reference number (URN): EY487222
Address:
25 Forest Hill
Yeovil
Somerset
BA20 2PG
Type: Childcare on non-domestic premises
Registration date: 30/03/2015
Registered person: Yew Tree Nursery Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Somerset
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 10 June 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
72

Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
Expected standard
The setting is fulfilling the expected standard of education and/or care. This means they are
following the standard set out in statutory and non ‑ statutory legislation and the professional
standards expected of them.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
services providing education and skills for children and learners of all ages, and inspects
and regulates services that care for children and young people.
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