Happy Tots Learning Daycare

Happy Tots Learning Daycare

Unique reference number (URN): 2859751 Address: 32 Richmond Road, Stechford, BIRMINGHAM, West Midlands, B33 8SH Type: Childcare on non-domestic premises Registered with Ofsted: 07/01/2026 Registers: EYR, CCR Registered person: Happy Tots Learning Limited

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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.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

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.

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Achievement Needs attention

Inconsistencies in the quality of teaching affect the achievement of some children. Staff do not make adaptations to ensure that all children achieve well enough from their starting points. Most children gain appropriate skills across the different areas of learning. Children with additional needs and barriers to their learning can communicate in a way that they are understood by others. Some children can speak in full sentences. Children confidently approach new people and use their imagination. Children are creative and enjoy exploring different textures and media such as paints, water and sensory play.

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Achievement Needs attention

Children learn some vital skills that are preparing them for their next stage in learning, such as school. For example, children learn about healthy choices and how to keep themselves safe. They are learning to manage their own personal care needs, such as wiping their noses and washing their hands. Children demonstrate appropriate physical skills, and young children meet their milestones, such as crawling, walking and manoeuvring on stairs.

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Behaviour, attitudes and establishing routines Needs attention

Some staff do not take into consideration the ages and stages of children. They do not teach children the skills they need to develop positive attitudes to learning. Some children are not interested in activities, as they are either too easy or they are unable to fully access them. For example, staff set up a water activity, but they do not recognise that only some children can reach the water. Those children that cannot participate lose interest and wander off quickly. The lack of thoughtful planning affects how well children engage in learning. This reduces how successfully some children sustain concentration, motivation and involvement in learning experiences.

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Behaviour, attitudes and establishing routines Needs attention

Leaders have high expectations for children's behaviour and attitudes to learning. This ethos is not shared consistently across the staff team, and it is yet to be fully embedded into staff practice. Children generally behave well, and staff respond appropriately when children struggle to regulate their emotions. Staff support children to share resources and take turns to help them get along with others. Children typically build warm, trusting relationships with staff. Weaknesses in the key-person system for some children mean this is not effective for all children. Leaders recognise the importance of attendance and offer flexible hours so that children can make the most of their early years entitlements. This builds positive attendance habits ready for school.

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Children's welfare and wellbeing Needs attention

The key-person system is variable and inconsistent. Some children have a key person who knows them well, while other children do not have one at all. Some parents are unsure of who their child's key person is. The weaknesses in the key-person system reflect in the quality of planning, teaching and experiences children receive. In addition, this affects how well some children's needs are met. For example, some children are sent home repeatedly in wet clothes after playing with water. This does not promote their wellbeing and leaves them uncomfortable. This is not conducive for their learning.

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Children's welfare and wellbeing Needs attention

Staff meet children's toileting needs with dignity and respect. For example, staff ensure that they close blinds and position themselves for privacy during nappy changing. Staff respond to children's emotional care needs with warmth. Younger babies settle in the arms of staff. Staff recognise when children are tired and hungry, and they respond appropriately. They closely supervise when children are eating, and they follow hygienic routines when serving food, such as wearing gloves and aprons. Children are safe, and the environment is clean. The premises are secure, and leaders take action to prevent unauthorised access to the buildings.

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Curriculum and teaching Needs attention

The quality of teaching is variable across the staff team. The curriculum is not broad and lacks ambition. Planning follows themes rather than specifically looking at each child's needs. Assessment does not pinpoint children's progress accurately enough. There is little differentiation between age groups and abilities of children. Children lack meaningful interactions with some staff, and play is not always purposeful. Staff's questioning style is repetitive and does not give children the time they need to think and respond. As a result, some children do not develop confident communication skills.

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Curriculum and teaching Needs attention

Leaders have a clear and accurate understanding of the setting's strengths and weaknesses. They have only recently taken action to design and improve the curriculum and teaching across the nursery. The changes they want to make are still in their very early stages, and the impact has not been brought about quickly enough. Leaders need to be confident to ensure that their vision is implemented successfully into staff practice. They have plans to seek support from the local authority to implement their ambitious vision and expectations for the nursery.

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Curriculum and teaching Needs attention

Some staff incorporate mathematical concepts such as size, counting, capacity and shape. Every child enjoys daily outdoor play and fresh air. There are opportunities to develop their physical skills in the garden area. Staff encourage children to try new tasks for themselves and promote children's independence. This builds children's confidence and resilience.

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Inclusion Needs attention

Weaknesses in the planning and implementation of the curriculum affect how well children with special educational needs and/or disabilities or other barriers to their learning achieve from their various starting points. Staff identify children with additional needs and barriers to their learning. They speak to external professionals and typically implement these targets. There are times when children with barriers to their learning struggle to manage their emotions. This is because staff do not always consider the impact or ensure that provision is equal and accessible for them. For example, children are served different meals, and children with additional needs struggle to understand why they cannot eat the same food as their peers sitting next to them. This results in emotional overwhelm and affects their wellbeing and their feelings of being included. Some staff appropriately manage these situations with calmness and a graduated approach.

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Inclusion Needs attention

They know how to speak slowly and clearly. They offer distractions and lots of encouragement. They share information with parents and offer support with referrals to other professionals. Leaders consider the use of funding to support the needs of the children. They have plans to help reduce barriers children face in their learning. These are still to be embedded into staff practice.

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Leadership and governance Needs attention

The nursery has recently opened and is in a period of transition and change. There are weaknesses in current practices that leaders recognise need to be addressed. Action so far has lacked precision and not led to improvement quickly enough. Leaders have sought advice and support from the local authority and are responsive to feedback. However, further areas for development, particularly around the curriculum, are still being embedded into practice.

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Leadership and governance Needs attention

Leaders are keen to strengthen relationships between the staff team so that there is a feeling of mutual respect. They recognise this will support the changes and improvements needed. Leaders prioritise staff wellbeing and have recently established a dedicated area for staff to rest and relax. They support staff with flexible arrangements so that they have a positive work–life balance. Leaders have plans to monitor staff practice more closely so that it is more effective at targeting where improvements are needed. Staff training needs to be fully effective at improving their understanding of their roles and responsibilities. Leaders engage positively with parents, carers and other professionals. Parents are generally happy with the care their children receive.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

The nursery has recently opened and is in a period of transition and change. Weaknesses in staff practice have an impact on the overall quality of the education and experiences children receive. As the nursery is newly opened, it means leaders are in the early stages of embedding their expectations. Leaders are realistic and aware of the areas that need development. However, the changes needed have not been brought about quickly enough. The curriculum is broad and not ambitious for all children. Staff do not plan precisely for the individual needs of the children. Teaching is variable across the team. Some staff do not receive the targeted training they require to help them implement a highly ambitious curriculum. As a result, the progress and achievement children make is affected.

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What it's like to be a child at this setting

Leaders are passionate about giving children the best start in life and have ambitious plans to support the families they serve. They are striving to bring positive and sustained improvements to the nursery. Children clearly feel safe within the nursery. They are happy and settled. Disadvantaged children and those with barriers to their learning are identified by leaders, and they get support from external professionals quickly. Leaders prioritise the good health of children. They enjoy daily fresh air and outdoor play. Leaders have plans to develop their outdoor provision even further. Children eat healthy and balanced meals and snacks. Staff offer parental workshops about meal choices and sugar content in snacks. Packed lunch comments are sent home to help educate parents about what they can provide. Staff use relevant guidance to support menu plans, and children have access to fresh drinking water throughout the day. This has a positive impact on children's diets,

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

support staff to implement an ambitious and varied curriculum that prepares children with the skills they need for their next stage in education 28/08/2026

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Action Completion Date

provide staff with targeted training and support that focuses on where they need to improve their practice 28/08/2026

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Action Completion Date

implement an effective key-person system so that children spend time with their allocated person who knows them well 28/08/2026

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Action Completion Date

focus planning more specifically to each individual child's needs and what they need to learn next 28/08/2026

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Address:

32 Richmond Road Stechford BIRMINGHAM West Midlands B33 8SH

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Happy Tots Learning Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Action Completion Date

strengthen methods of communication with parents so that consistent messages and vital information are shared regularly 28/08/2026

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About this inspection

The inspector spoke with leaders, staff, parents and children during the inspection.

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About this 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.

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About this inspection

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. Local authority: Birmingham

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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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.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. 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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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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