Happy Todds Clubhouse

Inspection of Happy Todds Clubhouse Pitshanger FC, Scotch Common, LONDON W13 8DL

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Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Good

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The provision is inadequate

There are significant weaknesses in this setting. Leaders do not ensure that the requirements of their registration are consistently met. This has a detrimental effect on children's safety and the quality of the education that they receive. Staffing arrangements are inadequate. Leaders do not ensure that there are enough suitably qualified and skilled staff to implement an ambitious curriculum and keep children safe. They and staff show a poor understanding of how to assess risks and promote children's welfare, particularly regarding arrangements for children's eating and sleeping.

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The provision is inadequate

Staff do not plan purposeful activities to capture children's interests and extend their skills and knowledge. They have unrealistic expectations of children and fail to adapt activities to their ages and developmental stages. This is largely because staff lack the training and support from leaders to do so. The poor quality of education does not set children up to succeed and has a damaging impact on their attitudes to learning. For example, staff bring all children, regardless of their age or needs, together by staff for circle time. Staff sing songs that do not interest the older children and read books that are too complicated for the babies. Therefore, some children's behaviour deteriorates, and others lose interest and wander away. This means that children do not benefit from valuable learning opportunities. Despite this, children are generally happy on arrival. They demonstrate that they are content in the environment and form secure bonds with the kind and nurturing

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need to do better?

n The curriculum lacks a clear structure and focus. Staff do not have a clear understanding of children's development and how to sequence their learning over time. They plan topics and activities at random. Staff lead children's play without fully understanding what they want them to learn. Therefore, children do not benefit from consistently good learning experiences. This hinders their progress and preparation for future learning. n Staff do not use assessments effectively to monitor children's progress or identify clear next steps for learning. As a result, activities and experiences are too generalised and fail to target what each child needs to learn next. Children are not stimulated and engaged. They flit between the resources, and their learning is largely incidental. This does not foster their positive attitudes to learning. n Leaders do not follow robust safer recruitment procedures. Although they carry

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need to do better?

out Disclosure and Barring Service checks on all new staff, other checks are weak. For instance, leaders do not verify details provided by staff about their health or employment history. They do not question information from references,

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need to do better?

21 August 2025 to ensure that it is accurate and truthful. Therefore, staff's suitability to work with children cannot be assured. n Leaders do not ensure that staff receive effective training and support to continually improve their practice. While there are some arrangements in place for staff's supervision sessions, these are not effective. This directly impacts on the quality of care and education children receive. For instance, leaders describe how they have given staff guidance on planning and delivering the curriculum. However, they do not monitor practice effectively to ensure that this is implemented. n The key-person system is ineffective. All children are allocated a key person and staff are kind, attentive and keen to do their best for children. However, the significant weaknesses in staff's skills and knowledge impacts on their ability to provide individualised care and learning experiences for children.

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need to do better?

n Leaders do not ensure there are enough qualified and suitably skilled staff to meet children's learning and welfare needs. Staff lack key knowledge and an understanding of how to implement the curriculum and provide appropriate care for children of different ages. This compromises children's learning, safety and well-being. n Leaders do not ensure that staff are competent to oversee children's mealtimes, to help minimise the risks of children choking. During the inspection, babies and children were served large chunks of apple and banana. When they placed whole pieces in their mouths, staff did not intervene to reduce the risks associated with this. n Leaders and staff do not understand or implement safe sleeping practices for children. Where babies and toddlers prefer to sleep in the dark, staff cover them entirely with blankets. This places them at greater risk of suffocation or overheating. Furthermore, as children's faces are concealed, staff cannot

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need to do better?

monitor their safety and welfare effectively. n Leaders do not have a thorough understanding of their roles and responsibilities. They have failed to notify Ofsted of a significant event, likely to affect staff's suitability to work with children. Furthermore, leaders did not share concerns about staff with the Disclosure and Barring Service. This is a breach of requirements and compromises children's safety.

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Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

p.3

Due date

provide a broad and ambitious curriculum that meets the learning needs of all children attending 27/10/2025

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Due date

support staff to assess children's progress effectively and identify their next steps in learning precisely 27/10/2025

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Due date

implement robust suitability checks for staff, to help ensure that that they are safe and suitable to work with children 26/09/2025

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Due date

make certain that leaders understand and meet the requirement to notify the Disclosure and Barring Service if a member of staff is dismissed because they have harmed a child or put a child at risk of harm 26/09/2025

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Due date

implement effective systems to train, support and supervise staff, to equip them with appropriate skills and knowledge for their roles 26/09/2025

p.4

Due date

improve the key-person system, to ensure that children's care and learning is tailored to meet their individual needs 26/09/2025

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Due date

ensure that there are enough suitably qualified and competent staff to deliver the learning programmes effectively and keep children safe 26/09/2025

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Due date

make sure that staff are competent to prepare food safely and provide appropriate supervision at mealtimes, to minimise the risk of children choking 26/09/2025

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Due date

provide safe and suitable sleeping arrangements for all children. 26/09/2025

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Setting details

Unique reference number EY547619 Local authority Ealing Inspection number 10416697 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 22 Number of children on roll 20 Name of registered person Happy Todds Nursery Limited

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reference number

Telephone number 07843673072 Date of previous inspection 27 November 2019

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Information about this early years setting

Happy Todds Clubhouse registered in 2017 and is located in West Ealing, in the London Borough of Ealing. The nursery opens Monday to Thursday from 8am to 6pm, and on Friday from 8am to 5.30pm, for 50 weeks of the year. The provider employs seven members of childcare staff. Four staff members are qualified, ranging from level 2 to level 5. The setting offers government funded childcare for children aged from nine months to four years.

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Inspection activities

n We carried out this inspection as a result of a risk assessment, following information received about the provider. n The manager showed the inspector around the childcare premises. She explained the curriculum and how the provision is organised to promote children's welfare and learning. n The inspector observed the quality of the education and considered the impact on children's learning. This includes a joint observation with the manager. n The manager met with the inspector and had a telephone conversation with the owner to discuss matters, such as staff recruitment, supervision sessions and training. The manager provided some relevant documents on request. n Parents and carers, staff and children shared their views and experiences with the inspector. The inspector also took account of parents' written feedback.

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Inspection activities

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.

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Inspection activities

21 August 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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