Happy Hours Day Nursery & Kool Kidz

Happy Hours Day Nursery & Kool Kidz
Unique reference number (URN): EY448210
Address: Bryn Children's Centre, Downall Green Road, Ashton-in-Makerfield, WIGAN, Lancashire, WN4
0DL
Type: Childcare on non-domestic premises
Registered with Ofsted: 24/05/2012
Registers: EYR, CCR, VCR
Registered person: Happy Hours Private Day Nursery Ltd
Inspection report: 10 August 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Strong 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 Strong standard
Children build securely on their individual starting points. Babies develop increasing physical
confidence as they move around the environment and carry objects. They learn to
coordinate their movements and feed themselves. As children get older, they drink from an
open cup and use different cutlery. This develops the independence they need as they move
through the setting.
Children develop their communication well. Younger children repeat new words and begin to
join words together to form simple sentences. Older children confidently share their ideas
and talk about their own experiences. They recall what they have learnt and use
mathematical and positional language during play.
Children with special educational needs and/or disabilities develop different ways to
communicate their wants and needs. They become increasingly independent and continue
to develop from their starting points. Across all areas of learning, children develop the
knowledge and skills expected for their age and stage. This prepares them very well for
what they need to learn next.
Behaviour, attitudes and establishing routines Strong standard
Children behave well and develop positive relationships with staff and their friends. Staff use
calm interactions, praise and familiar expectations to help children understand what is
expected. For example, babies learn to wait for their turn as they share tools during sand
and water play. Staff notice and praise them when they do this successfully. Children who
have recently moved rooms receive reassurance from familiar adults while they build new
relationships. Staff adapt routines for those who need additional reassurance or time to
regulate. Parents describe how carefully staff manage transitions and how children become

increasingly confident as they settle. This helps children feel secure and develop a sense of
belonging.
Children consistently demonstrate positive attitudes to learning. They make choices about
their play and concentrate well during activities. Short group activities reflect younger
children's age and stage. Children join in with songs and respond positively to familiar cues
about what happens next. Staff adapt their approach when needed. This helps children
remain focused, enjoy their learning and confidently take part in experiences.
Leaders monitor attendance each month and identify patterns for individual children. They
work closely with families to understand reasons for absence. Where family circumstances
create barriers, leaders offer flexibility around sessions so children can access their full
entitlement. This helps children attend regularly and benefit consistently from their
experiences at the setting.
Children's welfare and wellbeing Strong standard
Children's welfare and wellbeing are at the heart of the setting's practice. Staff promote
children's health and help them learn how to keep themselves safe through everyday
experiences. For example, babies wear hi-visibility jackets during construction play. Staff link
this to wearing them on walks and talk about tractors and diggers they see when out. This
helps children understand how familiar safety routines relate to the wider world.
Children develop secure hygiene routines from an early age. Staff teach younger children
each stage of handwashing and provide support when needed. Older children independently
wash their hands and arms after messy activities. Staff reinforce this through meaningful
explanations, such as washing thoroughly 'like surgeons at the hospital'. Children become
increasingly independent and understand how good hygiene helps keep them healthy.
Staff promote healthy eating and respond sensitively to individual needs. They encourage
children to try different foods without forcing them and provide alternatives when needed.
Mealtime conversations explore healthy choices and where food comes from. Staff
recognise when younger children need rest and adapt their care accordingly. Leaders
review welfare routines and identify where they can improve further. They recognise that
younger children can sometimes wait too long at mealtimes and are taking action to improve
this.
Curriculum and teaching Strong standard
Staff implement a well-sequenced curriculum that builds securely on what children know and
can do. They have a clear understanding of what they want children to learn next. Children
benefit from staff who skilfully introduce a wide range of vocabulary. For example, staff
introduce words such as 'inside' during younger children's play. As children become older,
staff build on this knowledge and introduce a wider range of language, such as 'kernals'
when describing corn. They use stories, props and everyday play to reinforce new words.
Children broaden their vocabulary and increasingly understand and use new language in
different situations.

Teaching builds effectively on children's interests and experiences. Staff use observations
and assessments to identify what children know and what they need to learn next. For
example, conversations about families travelling and living in different countries develop into
discussions about journeys and where places are in the world. Children talk about the size
of the planes they travel on. Staff encourage them to recall what they already know before
introducing new information. They adapt resources and interactions according to children's
age and stage of development. This helps children connect their own experiences with new
learning and access the intended curriculum.
Leaders regularly observe teaching and give staff useful feedback. This helps staff provide
appropriate challenge, build on children's existing knowledge and prepare children very well
for their next stage of learning.
Inclusion Strong standard
Leaders ensure staff identify emerging needs early and take effective action to reduce
barriers. Staff listen to parents' concerns, observe children closely and use assessments to
build a clear picture of their development. For example, when concerns emerge around
sensory responses to food, communication or emotional regulation, staff introduce targeted
activities and share strategies with families. They work with other professionals, such as
health visitors. Staff regularly review children's progress and the impact of strategies. They
adapt support or seek further advice when needed.
Children with special educational needs and/or disabilities benefit from well-coordinated
support. Leaders seek specialist advice and use this to develop individual sensory and
communication strategies. Staff provide detailed information to support statutory
assessments. They share successful strategies with receiving schools. This helps children
experience continuity in the support they receive as they move on to their next stage.
Leaders use additional funding carefully to reduce individual barriers. They arrange
specialist training for staff and provide personalised communication and sensory resources
based on children's needs and interests. Before using additional funding, staff speak with
families and observe children to understand where support will make the most difference.
Consequently, children become increasingly engaged, overcome barriers to their learning
and make secure progress from their individual starting points.
Leadership and governance Strong standard
Leaders know the setting well. They recognise the strengths in practice and identify where
further improvements can be made. They regularly observe staff and use room action plans
to drive improvements. Leaders involve staff in reflecting on what is working and what needs
to change. They provide feedback and check that changes make a difference. This creates
a culture where staff continually look for ways to improve children's experiences.
Leaders invest in staff development and support their wellbeing. Supervisions, observations
and peer feedback help them identify individual training needs. Planned training focuses on
improving staff interactions and extending children's language. Leaders support staff to
develop their careers and take on additional responsibilities. Staff receive relevant training,
shadow experienced colleagues and observe meetings with other professionals. As their

knowledge and confidence develop, they gradually take greater responsibility. Leaders
check on staff wellbeing during supervision and encourage them to discuss concerns as
they arise. Staff value this open approach and speak positively about the support they
receive.
Leaders develop positive partnerships with parents. Parents receive regular information
about children's care, learning and development through the online application and parents'
evenings. Leaders listen to parents' views and respond when they raise questions or
concerns. Parents describe transitions as carefully managed and value the strategies staff
share to continue children's learning at home.
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
Children thrive in this welcoming and inclusive setting. They form warm, trusting
relationships with staff who know them well and value their individuality. Babies confidently
and safely explore with familiar adults close by, while children who have recently moved
rooms seek reassurance when they need it before returning happily to their play. Children
develop positive relationships with their friends. They learn to share, take turns and
cooperate as they explore together.
Children are curious and enthusiastic learners. They confidently make choices and become
absorbed in experiences that reflect their interests. Babies carefully carry water across the
garden to mix with sand, developing their coordination and concentration. Older children use
their interest in the cinema to explore number, measure and new vocabulary as they scoop
and compare quantities of popcorn. Children confidently contribute their own ideas to
conversations and draw on experiences from home to extend their learning.
Children become increasingly independent and understand familiar expectations. Younger
children learn to feed themselves and practise managing their own care routines. Older
children recognise when they need to wash after messy play and independently clean their
hands and arms thoroughly. Children behave well. They respond positively to familiar
routines and confidently move between play, mealtimes and other parts of their day.
Children with special educational needs and/or disabilities are fully included. They benefit
from individual approaches that recognise how they communicate, regulate and engage with
the world around them. Their interests and preferences are valued, helping them participate
alongside their peers and make progress from their individual starting points.
Children benefit from close partnerships between their families and the setting. Parents
contribute information about children's needs, interests and development, helping to provide
consistency between home and the setting. Children develop the confidence, independence
and knowledge they need to be well prepared for their next stage of learning.
Next steps
Leaders should continue to build on their successful work to meet children's individual
needs, so that this has a transformational impact on all children's achievement and
wellbeing.
About this inspection
The inspector spoke with leaders, practitioners, special educational needs coordinator,
parents and children during the inspection.

Inspector:
Kelly Little
About this setting
Unique reference number (URN): EY448210
Address:
Bryn Children's Centre, Downall Green Road
Ashton-in-Makerfield
WIGAN
Lancashire
WN4 0DL
Type: Childcare on non-domestic premises
Registration date: 24/05/2012
Registered person: Happy Hours Private Day Nursery Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Wigan
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 10 August 2026
Children numbers
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.
We carried out this inspection as a result of a risk assessment, following information we
received about the provider. The provider will be able to give parents further information
about this.

Age range of children at the time of inspection
0 to 4
Total number of places
60
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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