HARRY'S DAY NURSERY LIMITED

HARRY'S DAY NURSERY LIMITED
Unique reference number (URN): 2793362
Address: 446-450 Kingstanding Road, kingstanding, B44 9SA
Type: Childcare on non-domestic premises
Registered with Ofsted: 26/06/2024
Registers: EYR
Registered person: HARRY'S DAY NURSERY LIMITED
Inspection report: 15 May 2026
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.

Strong standard
Children's welfare and wellbeing Strong standard
Leaders have built a warm, caring and positive ethos across the setting, where strong
relationships between staff and children are clearly evident. Babies' and children's routines
are supported through a thorough settling-in process, during which staff gather relevant
information from parents and carers, such as likes and dislikes, allergies and sleep routines.
Key-person systems are well established, and staff build effective relationships with families
from an early stage. Staff have a strong knowledge and understanding of all children,
including those with special educational needs and/or disabilities. Parents comment
positively on how well staff know and understand their children and describe them as kind,
caring and knowledgeable.
Leaders consistently prioritise children's welfare and wellbeing. Policies and procedures are
reviewed carefully to ensure that practice is fully understood and embedded. For example,
leaders share a weekly focus with staff, such as safeguarding, child development or health
and safety. This strengthens staff knowledge and helps to ensure that children are kept safe.
Staff support children to understand the importance of nutrition and healthy lifestyles
through activities and conversations at mealtimes. Children show confidence as they use
knives to cut fruit with staff support. Staff remind them to handle the knives carefully and
offer help where needed,. They provide an appropriate level of challenge so that children
can complete tasks as independently as possible. Access to fruit is enhanced further
because children and families can help themselves to fruit to take home at the end of each
session.
Inclusion Strong standard
Leaders have created a culture of excellent inclusivity within the setting. They prioritise clear
and consistent assessment from the moment children start attending. This ensures all
children receive what they need to thrive. Staff know the children and their community very
well and thoughtfully adapt their practice so that every child, including those with special
educational needs and/or disabilities or who face barriers to learning, can participate within
the provision. Through partnership working with parents and other professionals, children's
needs are identified and acted on swiftly. High expectations and skilful planning means that
children with complex needs learn alongside staff and in small groups. For example,
additional support within the setting enables staff to support learning so children can
socialise with peers.
Funding is used highly effectively to enhance opportunities for children. For example, the
quiet room has been transformed into a dedicated sensory room. Children use this for one-
to-one support with staff to help promote and meet their individual learning needs. All
children, therefore, access a full curriculum, which helps to prepare them for the next stage
of their learning, including school.
Leaders support staff and ensure they access training to meet the needs of all children.
They make training purposeful and targeted so staff can fully support the individual needs of

Expected standard
the children who attend. For example, more staff have completed special educational needs
and/or disabilities training, which has had a positive impact because of the high proportion of
children attending. This training further helps the setting identify changes swiftly.
Achievement Expected standard
Children enjoy a variety of activities and develop knowledge and skills across all areas of
the curriculum, including those with special educational needs and/or disabilities and those
who face barriers to learning. They make steady progress from their starting points because
they are well supported by staff during both play and focused activities. At times, some staff
move children on to new activities too quickly and do not give them enough time to explore
and excel. Communication and language are a clear focus across the setting, supported by
highly effective interactions between staff and children. For example, babies develop an
understanding of new vocabulary as they share stories, while toddlers sing songs and take
part in actions, such as pretending to sleep during a familiar song about rabbits, this helps
them to understand the words of the song.
Children are well prepared for the next stage of their learning, including transitions between
rooms and into school. Leaders and staff consider children's individual needs carefully so
that support is timely, relevant and helps them build the knowledge, skills, and confidence
they need to move on successfully.
Behaviour, attitudes and establishing routines Expected standard
Attendance is promoted and monitored effectively across the setting. Staff follow the
relevant policies and procedures consistently and demonstrate a clear understanding of
their responsibilities. The setting communicates the importance of good attendance and
punctuality to families and provides support, where needed, to help children attend regularly
and arrive on time.
Leaders place a strong emphasis on positive reinforcement, which helps to create a
consistent approach across all rooms and for all children. Staff use praise and
encouragement effectively to recognise children's efforts, achievements and positive
behaviour. For example, staff clap and say, 'well done' and 'wow' as children achieve. This
supports children to feel valued, secure and motivated in their learning. This consistent use
of positive reinforcement runs throughout the setting and helps children to understand what
is expected of them. As a result, children, including those with special educational needs
and/or disabilities, are supported to develop confidence and engage in activities positively.
Staff typically build positive attitudes to learning for children, especially in pre-school.
Staff have built warm and caring relationships with children, which are clearly evident in their
daily interactions. These positive relationships help children to feel safe, settled and ready to
learn. Staff are positive role models to children as they show respect and care. Children are
encouraged to use manners throughout activities, such as please and thank you.

Curriculum and teaching Expected standard
Leaders have designed a curriculum with a clear focus on meeting the needs of all children,
including those with special educational needs and/or disabilities and those who face
barriers to learning. A recent review has strengthened practice in the pre-school room,
where the revised approach is already having a positive effect. Pre-school children benefit
from teaching that carefully builds on their interests and abilities across the different areas of
learning. As a result, they show greater curiosity and engage more deeply in learning.
Leaders have plans to continue to develop the curriculum so that consistently high-quality
teaching is embedded across all rooms and all children benefit equally from strong practice.
Overall, the curriculum is inclusive and responsive. Staff use what they know about
children's starting points, interests and needs to adapt experiences appropriately. For
example, children's interest in fire engines led staff to set up activities linked to the fire
service. As a result, children can access learning that is meaningful, ambitious and relevant
to them, while also supporting their wider development. Staff know what they want children
to learn and how activities are intended to build knowledge and skills over time.
Language and vocabulary are given clear priority across the setting. Staff use purposeful
interactions to extend children's speaking, listening and understanding. This helps them to
develop communication skills through everyday routines and play. Mathematical language is
woven throughout the setting. For example, staff talk about size as children build a multi-
storey car park. Personal, social and emotional development is also a priority, as staff talk
about feelings and support independence. For example, children wash their hands before
they eat and understand why this is important. Children also access a well-resourced
outdoor area, where they develop physical skills, such as running and climbing, while also
increasing their understanding of the world.
Leadership and governance Expected standard
Leaders demonstrate clear ambition and a strong understanding of the setting. They are
committed to providing a positive experience for all children and families, including those
with special educational needs and/or disabilities and those who face barriers to learning.
Leaders identify the setting's strengths accurately, particularly the quality of relationships
and the support offered to families, and ensure that the provision remains inclusive. They
also have a clear vision for further development. For example, they plan to create a new
baby garden, strengthen links with the local community and introduce the new curriculum
approach in the baby and toddler rooms. However, these intended developments are in the
very early stages. Therefore, leaders need more time to establish further improvements in
practice and measure the impact of these on the quality of the provision and outcomes for
children.
Parent partnerships are effective. Parents speak positively about leaders and staff. They
value the regular communication they receive, both verbally and electronically, and say that
they feel included in their child's learning. For example, pre-school children take library
books home to support learning beyond the setting.
Safer recruitment arrangements are robust. New staff receive a thorough induction, and staff
confirm that recruitment and induction procedures prepare them well for their roles. Leaders

monitor staff practice closely, provide support through regular reviews and promote staff
wellbeing effectively. Staff say that wellbeing is a priority and describe the leadership team
as highly supportive of staff, children and families.
What it's like to be a child at this setting
Children arrive at the setting and the caring and supportive staff welcome them warmly.
They settle quickly into play that is thoughtfully prepared. Relationships between staff and
children are secure and well established. Staff respond to children's individual and unique
needs, for instance offering them a cuddle when needed. All children, especially those with
special educational needs and/or disabilities (SEND), those who are known or previously
known to children's social care, and those who may face other barriers to their learning
and/or wellbeing, are supported, included and kept safe throughout their time at the nursery.
Children benefit from staff, who understand the needs of the community. The thoughtful
approach of stay-and-play sessions for children with SEND supports families to network.
Attendance and punctuality is promoted for children to ensure they have consistency with
routine.
Children explore resources and engage imaginatively with staff and peers. For example,
children explore peacock feathers and staff are quick to lead this on further with discussions
of different birds. They then link this in to feelings and emotions. Staff's knowledge of the
children in their care is reflected in their approach to the curriculum design, especially in pre-
school, where awe and wonder are clear to see. Children are exposed to rich language and
vocabulary that builds knowledge and understanding and further develops confidence and
communication skills. Interventions are swift and children receive the support they need to
make progress from their starting points. Staff work in partnership with families to ensure the
best outcomes for all children, especially those due to start school.
Leaders set clear expectations for behaviour with a focus on positive reinforcement.
Children receive praise throughout activities that supports their confidence and makes them
feel valued. Independence is promoted in the setting. For example, as children prepare fruit
and talk about nutrition. Children benefit from responsive staff and positive relationships,
where children's uniqueness is identified so they can thrive and achieve and access a full
curriculum.

Inspector:
Adele Chandler
About this setting
Unique reference number (URN): 2793362
Address:
446-450 Kingstanding Road
kingstanding
B44 9SA
Type: Childcare on non-domestic premises
Registration date: 26/06/2024
Registered person: HARRY'S DAY NURSERY LIMITED
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Birmingham
Next steps
Leaders should further support staff to embed consistently high-quality teaching
throughout the setting, to provide opportunities for all children to excel.
Leaders should further support staff to help babies and toddlers to develop more
consistent positive attitudes to their learning.
About this inspection
The inspector spoke with leaders, the special educational needs coordinator, designated
safeguarding lead, staff, parents 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.

Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 15 May 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
56
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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