Happy Faces Pre-school (LAMPH)

Happy Faces Pre-school (LAMPH)
Unique reference number (URN): 251506
Address: Jane Garrod House, Colne Valley Road, HAVERHILL, SUFFOLK, CB9 8DT
Type: Childcare on non-domestic premises
Registered with Ofsted: 22/09/1997
Registers: EYR, CCR, VCR
Registered person: Local Association For The Mentally And Physically Handicapped (Haverhill)
Committee
Inspection report: 11 February 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Expected standard
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.
Achievement Expected standard
Typically, children achieve well from their individual starting points, particularly in their early
mathematical understanding. They explore concepts such as volume as they pour water
through different containers, observing how the water flows and changes. Staff model
language throughout these experiences, supporting children's communication and helping
them develop the vocabulary they need to express their ideas.
Children's progress in communication and language is supported through daily interactions,
storytelling and consistent modelling of new words. This helps children, including those who
are disadvantaged, those who have special educational needs and/or disabilities or those
who are known or previously known to social care, to strengthen their understanding and
ability to communicate.
Children become increasingly independent in managing age-appropriate self-care routines.
They hang up their coats and help to set up snack, demonstrating physical control and a
growing sense of responsibility. They work together to prepare plates and cups, and respond
well to routines that encourage them to look after their belongings.
Behaviour, attitudes and establishing routines Expected standard
Children show care and consideration towards others. Staff model positive behaviour and
help children understand the needs of their peers, which supports respectful and inclusive
relationships. Clear boundaries are reinforced consistently, and staff use positive praise to
help children learn what is expected. As a result, children behave well and develop an
increasing awareness of how their actions affect others.
Children form warm attachments with staff, invite them into play and seek comfort when they
need reassurance, helping them feel safe and settled.

Children are familiar with the routines of the day. They respond well when staff ring the bell
to give a 5-minute warning before moving to a new activity, which helps them bring their play
to a satisfactory end. Children generally follow instructions well, such as tidying away
resources when asked.
Staff plan activities that capture children's interests and help them remain engaged in play
for extended periods. Indoors, children practise balance and coordination using the spinning
apparatus. They learn to take turns and wait patiently, showing that they understand
boundaries and expectations. These experiences help build both their confidence and their
positive attitudes to learning. Leaders promote the importance of attendance, supporting
children to build the secure routines needed for regular participation in learning.
Children's welfare and wellbeing Expected standard
Warm, secure relationships are evident throughout the setting. Staff know children well and
respond sensitively to their needs, helping them feel emotionally secure. This includes
children who are disadvantaged, children who have special educational needs and/or
disabilities or children who are known or previously known to children's social care, who
benefit from the consistent reassurance provided by familiar adults.
The environment is thoughtfully organised so that children can choose resources and move
confidently between activities. Staff are attentive to children's cues. They recognise when to
let children explore freely and when to offer guidance, helping them develop confidence in
their own abilities.
Children are supported to develop independence in caring for themselves. They hang up
their belongings, help set up snack and prepare simple foods, such as buttering crackers,
with encouragement from staff. They pour their own drinks and scrape their plates when
finished, learning routines that promote healthy habits.
Daily routines contribute positively to children's sense of security. Children know what to
expect, including getting ready for outdoor play and responding to reminders to bring their
play to an end. They enjoy taking on responsibilities, such as cleaning tables and setting out
plates for snack, which helps them feel valued and part of the group.
Children's emotional wellbeing is supported well. They show pride in achievements, such as
completing their bug checklists. Staff use positive praise to acknowledge kindness and
helpfulness, reinforcing children's self-esteem and encouraging thoughtful behaviour.
Curriculum and teaching Expected standard
Leaders have designed a curriculum that reflects children's needs and interests, with
purposeful use of the outdoor environment, where children can choose where to play. Staff
understand how young children learn and plan meaningful experiences that build securely
on what children already know and can do.
Staff model precise mathematical language outdoors, introducing ideas related to capacity
and measurement. They talk about filling containers to specific amounts, which helps
children hear and use mathematical vocabulary in context.

Needs attention
Staff place a strong emphasis on language during story time. They introduce words such as
'author' and draw attention to initial sounds, demonstrating how to explore books and
encouraging children to engage with stories.
Interactions are warm and attentive. Staff know when to step back so that children can
explore freely and when to offer guidance to extend play. They narrate children's actions and
introduce new vocabulary, ensuring that language is woven throughout the day.
The curriculum is inclusive and adapted thoughtfully. Staff consider children's different
starting points, stages of development and additional needs when planning activities and
making adjustments. Leaders promote opportunities for learning beyond the setting, such as
offering a weekly book swap to support families in sharing books at home.
Inclusion Needs attention
The provider has not ensured that staff consistently complete progress checks for children
aged between 2 and 3 years. This gap means that some children's emerging needs are not
identified early enough. This affects how confidently staff can plan and deliver support. As a
result, staff are not yet supporting all children as consistently as they could across the
setting.
Staff gather information from parents when children first start and use regular observations
to monitor development. They use a language screening tool to identify gaps in children's
communication and introduce strategies to support them. For example, staff have begun to
use Makaton sign language during routines and play so that children understand what is
being communicated and can take part more confidently.
Staff adapt activities to reflect children's learning styles. When they notice that children enjoy
transporting resources, they provide bowls and containers so that children can move water
between the water and sand trays. These adjustments help children remain focused and
engaged.
Leaders use additional funding to meet children's needs. Staff have attended training to
develop their skills in supporting speech and language; in addition, leaders have provided
sensory resources to enhance learning. Leaders are strengthening partnerships with
parents and professionals, including where children are known or previously known to social
care. This helps ensure that important information is shared appropriately so that support is
more closely linked to children's needs.
Leadership and governance Needs attention
The provider has not ensured that all progress checks are completed for children aged
between 2 and 3 years. This is a breach of requirements and limits the routine sharing of
key developmental information with parents.

The new leadership team has acted quickly to understand the setting's strengths and the
areas that require improvement. Since taking on their roles, leaders have made rapid
progress in reviewing routines and the learning environment so that practice becomes more
consistent. Leaders ensure that all required suitability checks are completed before new
adults begin working with children. Staff complete safeguarding training and work with other
professionals, helping to promote children's safety and welfare.
Staff describe a positive environment where they feel well supported and clear about
expectations. Leaders are mindful of the additional workload and training required and
consider how changes affect staff. Parents say that the new management team has had a
positive impact, and leaders remain committed to continuing to strengthen the curriculum
and care so that all children, including those who need additional help, benefit from more
consistent provision. These experiences help children build the confidence, social skills and
independence they need for their next stage of learning.
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
The provider has not ensured that progress checks for children aged between 2 and 3 years
have been completed. This oversight means some children's emerging needs may not have
been identified as early as they could have been, which may have hindered their progress.
Since the last inspection, there have been changes within the leadership team. The new
leadership team has begun to implement improvement, including developing the outdoor
learning environment.
Children are happy in the setting. They arrive eager to explore the activities on offer and
quickly settle. They form warm and trusting relationships with staff, seeking them out for
comfort and reassurance when needed. Children make steady progress from their individual
starting points as staff plan the curriculum around their growing interests.
Children who learn best outdoors can do so freely. This supports the learning styles of all
children, particularly those with special educational needs and/or disabilities and those who
face barriers to their learning. Outdoors, they balance on the see-saw and work together
digging in the mud to search for insects. They proudly call staff over to show them a
millipede they have found, which helps them learn to collaborate and share discoveries with
others. Children use their imagination as they make 'broccoli soup' in the mud kitchen.
Children show increasing independence as they manage their personal needs. They enjoy
taking on small responsibilities, such as preparing the tables for snack, which builds
confidence and a sense of belonging. They count how many plates and cups are needed,
showing their developing mathematical understanding.
Staff take the time to get to know children and their families. This helps them consider how
best to support individual needs. Leaders work with families to reduce barriers to
attendance, including building consistent routines that support children's readiness for

Inspector:
Shelly McDougall
About this setting
Unique reference number (URN): 251506
Address:
Jane Garrod House
Colne Valley Road
HAVERHILL
SUFFOLK
CB9 8DT
Type: Childcare on non-domestic premises
Registration date: 22/09/1997
school. Children know the patterns of the day and generally follow instructions. For example,
when staff ask them to tidy away before going into the garden, most are keen to help.
Next steps
To meet the requirements of the Early years foundation stage and Childcare Register the
provider must take the following action by the assigned date:
Action Completion Date
ensure that progress checks are completed for all
children aged between 2 and 3 years
11/03/2026
About this inspection
The inspector spoke with leaders, staff, the special educational needs coordinator and
children 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.

Registered person: Local Association For The Mentally And Physically Handicapped
(Haverhill) Committee
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:15 - 15:15
Local authority: Suffolk
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 11 February 2026
Children numbers
Age range of children at the time of inspection
2 to 4
Total number of places
32
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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