Smiley Happy People Trethorne

Smiley Happy People Trethorne
Unique reference number (URN): EY551399
Address: Trethorne, Kennards House, LAUNCESTON, Cornwall, PL15 8QE
Type: Childcare on non-domestic premises
Registered with Ofsted: 05/09/2017
Registers: EYR, CCR, VCR
Registered person: Walters, Veronica Mary
Inspection report: 10 December 2025
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
Babies and children make pleasing progress from starting points, including children with
special educational needs and/or disabilities. Children develop good hand-eye coordination
and physical skills through a range of purposeful activities, showing increasing expertise in
using tools for mark making. Children show confidence in their gross physical development.
For example, toddlers develop these physical skills by climbing and balancing on a climbing
frame. Children develop a love of books and reading from a young age and enjoy sharing
familiar stories with adults and each other. Mathematics is weaved into children's daily play
experiences, ensuring that from the youngest age children are exposed to number and
shape, space and measure. Children's listening skills are well developed; they listen
attentively and follow instructions carefully during adult-led activities. Children are confident
in communicating their wants and needs and approach adults for help when they need it.
However, children's communication and language could be further enhanced by quality
interactions with staff.
Behaviour, attitudes and establishing routines Expected standard
Children and babies transition well from parents and settle quickly when they arrive. Staff
are responsive to the needs of children, offering comfort and consistent routines that support
secure attachments. Staff use individualised planning and timely interventions to remove
any barriers to learning for those children in receipt of additional funding or those that have
special educational needs and/or disabilities (SEND). As a result, children form trusting
relationships with familiar adults who understand their unique needs. Leaders and managers
work with families and offer supportive packages to ensure the best attendance for each
child. Children show good attitudes to learning and are engaged in all their activities.
Children are supported in learning how to play and learn cooperatively. They listen carefully,
share and take turns, playing together respectfully. Leaders and managers are trained in
'emotion coaching' to support children with their behaviour and communication and
language needs. However, not all staff consistently support children to manage their own
feelings and behaviour, to help them learn to manage these for themselves. Staff use
objects of reference and communication boards to support children with SEND. Overall,
children are confident in communicating their wants and needs.
Children's welfare and wellbeing Expected standard
All children benefit from healthy eating routines. They learn good hygiene practices, such as
knowing to wash their hands before meals. Children are provided with nutritious, healthy
foods. Staff encourage them to try new foods and build confidence at mealtimes. Children
with special educational needs and/or disabilities are given choice and are supported to eat
well. During mealtimes, staff positively interact with children, supporting them when they
need help. Babies are offered a warm nurturing cuddle to drift off to sleep, while older
children are encouraged to rest after lunch. This helps children develop healthy routines and
become attuned to their bodies. Staff support children with their self-care needs, such as
putting on outdoor shoes and coats. Key workers discuss babies' and young children's sleep

routines with parents and follow these at the setting. Parents state that they are very happy
with the care their children receive. Leaders and managers have regular communication
with parents at drop-off and pick-up times, or via an app. Parents are pleased with the
information they receive about their children's day and their ongoing progress. During
monthly staff meetings, leaders ensure that staff receive the training and support needed to
meet the diverse needs of children effectively.
Curriculum and teaching Expected standard
Leaders design a flexible curriculum based on children's individual needs. Staff know all
children well and adapt activities to meet the needs of children with special educational
needs and/or disabilities. In the baby room, the focus is on building attachments and
providing a nurturing environment. Staff use rich, descriptive language to enhance older
children's expressive vocabulary, such as 'mighty paws' when engaging in role play. Younger
children are exposed to real-world vocabulary through hands-on exploration of everyday
items. However, not all staff adapt their teaching in the moment consistently well to build on
children's prior learning in a way that helps them to excel in their learning and development.
Staff provide enriching experiences for children. For example, local choirs visit to do 'sing
and sign'. Residents from a local care home visit every fortnight, joining in with craft
activities with the children. Staff plan meaningful opportunities for children to engage in
mathematics, for example adult-led activities focus on measure, while children role play
dialling numbers to phone Christmas characters. Physical development is prioritised from
the youngest age with opportunities for all children to develop their fine and gross motor
skills. For instance, children develop their hand-eye coordination as they play with
accessible toys, such as different-sized balls.
Inclusion Expected standard
Leaders and managers work closely with families and external professionals to offer tailored
support to children. Staff identify children's individual needs and targeted strategies are
implemented. Policies and procedures demonstrate the setting's commitment to inclusive
practice and removing any barriers to learning. Staff have regular meetings that provide
valuable opportunities to discuss their key children, any updates needed to individual
learning plans, and any staff training or development needs.
Informed decisions are made about how best to spend children's additional funding to
support their next steps and their progress over time. For example, leaders spend funding
on extra staff to enhance staff-to-child ratios and extra training in interventions such as
'emotion coaching'. Leaders monitor the curriculum carefully to ensure it meets the needs of
all children, including those with special educational needs and/or disabilities (SEND), so
that every child achieves the best possible start in education. Staff are attuned to children's
needs, meaning children are included and can participate fully. Staff have high expectations
for all children. Children with SEND are included in all aspects of nursery life and make good
progress from their individual starting points. Leaders and managers create a tailored and
flexible curriculum and thoughtfully design the space to meet children's individual needs.

Leadership and governance Expected standard
Staff benefit from regular staff meetings where they can discuss key children, any concerns
and opportunities for training. This helps to ensure up-to-date support for children with their
ongoing learning and developmental needs. Leaders and managers support staff wellbeing
and have dedicated staff meetings and training to share good mental health practices and
self-care. Leaders understand the importance of emotional regulation for children and are
investing in 'emotion coaching' to further train staff. Leaders and managers identify where
staff are best deployed according to children's needs. This helps to ensure all children are
given effective support. The management team is ambitious and strives to promote the best
outcomes for all children by working collaboratively with families. Partnerships with parents
are effective. Parents state the setting provides a safe and caring environment where
children are stimulated and engaged throughout the day. Leaders have an honest and
accurate understanding of the strengths and areas for development within the nursery.
Leaders know the children and families well and use this knowledge to shape an inclusive
and ambitious curriculum that responds to children's changing needs. The curriculum is
flexible and focuses on supporting children to be confident and enthusiastic learners.
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 practitioners form close, strong links with parents very early on to build a full
picture of all aspects of children's needs. Staff identify starting points for children's learning
from discussions with parents and ongoing observation of children. Settling-in periods are
tailored to each family, helping children feel secure. Staff keep a record of attendance of
when children arrive and leave. They work closely with parents and if their are changes to
routines. They support families to maintain consistent attendance and punctuality. Key
workers know their children well and know what they want these children to learn next. Staff
interactions are warm and nurturing, fostering trusting relationships with all children.
Children are happy and engaged in their learning. Staff plan activities they know children will
enjoy and ensure they make progress. Staff plan the environment to support children's next
steps and individual plans of children with special educational needs and/or disabilities
(SEND). This means children with SEND are included in all aspects of nursery life. All
children make progress from their individual starting points.
Children listen attentively and show confidence and independence in self-chosen activities.
Communication and language is given consideration. Staff use rich, descriptive language to
enhance older children's expressive vocabulary. Younger children are exposed to real-world
vocabulary through hands-on exploration of everyday items. Children throughout the setting
develop a love of books; from the youngest age, babies choose books to share with adults.
Babies and toddlers develop their physical skills by pulling themselves up and climbing and
balancing on climbing frames. Children enjoy playing outside and accessing highly engaging
outdoor learning opportunities. For example, children enjoy making potions, running around
and role playing with members of staff. They thrive in this environment.

Inspector:
Naomi Beck
About this setting
Unique reference number (URN): EY551399
Address:
Trethorne
Kennards House
LAUNCESTON
Cornwall
PL15 8QE
Type: Childcare on non-domestic premises
Registration date: 05/09/2017
Registered person: Walters, Veronica Mary
Register(s): EYR, CCR, VCR
Operating hours:
Next steps
Leaders should strengthen staff's interactions with children to ensure that highly effective
teaching is fully embedded.
Leaders should build staff's confidence and skills in consistently managing children's
behaviour so children can increasingly learn to do this for themselves.
About this inspection
The inspector spoke with leaders, the special educational needs coordinator, parents and
practitioners 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.
A quality assurance visit by an additional inspector was carried out at this inspection.

Local authority: Cornwall
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 10 December 2025
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
45
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
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and regulates services that care for children and young people.
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