URN 2839210 · Inspected 2026-06-09 · Published 2026-07-23 · Inspector: Christine Ward
Teeny Haven Limited Unique reference number (URN): 2839210 Address: 76 Pershore Road, Birmingham, B5 7BS Type: Childcare on non-domestic premises Registered with Ofsted: 25/05/2025 Registers: EYR, CCR, VCR Registered person: Teeny Haven Limited Inspection report: 9 June 2026 Exceptional Strong standard Expected standard Needs attention Urgent improvement Urgent improvement Safeguarding standards not met Leaders have not ensured that there is an open and positive culture around safeguarding that adequately protects children from harm. Recruitment processes are not robust. Leaders do not complete rigorous checks for staff to ensure the suitability of those who have regular contact with children. Aspects of staff's employment information are incomplete. For example, where there are gaps in staff's employment history, explanations for these are not gathered or recorded. Staff do not fully understand or implement the nursery safeguarding policy. Staff have completed suitable training, however, their knowledge of safeguarding procedures is poor. They have some understanding of the signs that might indicate a child is at risk of harm. However, they are not confident of who they should report these concerns to beyond the setting's leaders. This leaves children at risk of harm. 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 Urgent improvement Children do not make the progress they are able to. Any progress they do make is due to their existing curiosity to explore the environment and the resources available to them. Children do not make sufficient progress in their communication development. Babies do not receive the interaction they need to learn new words. When they pick up books, there is little attempt by staff to read to them so that they hear language. Older children do hear language during their play, however, this is basic and does not correspond with their stage of development. For example, as children hold up a dinosaur, they are asked what sound this makes, roaring in response. They do not extend their language or learn more complex ideas. Children lack independence. They do not learn to do things for themselves, such as eating meals independently. Children, including those with special educational needs and/or disabilities do not learn the skills they need to move on to school. Behaviour, attitudes and establishing routines Urgent improvement Leaders and staff do not implement routines that help children to feel a sense of security. Children follow simple instructions and respond to staff when they are asked to sit for meals. They are not taught to use manners or given opportunities to learn the social skills for sitting with their friends. Children generally display suitable behaviour. However, they are not consistently taught about desired expectations such as sharing and taking turns. When children take toys from one another, staff find another toy to replace the one that was taken, rather than teach them how to take turns. Staff do not form secure relationships with children. The key-person system is not effective. Children who are new to the setting do not have opportunities to build those important, early attachments. This leaves many children unsettled, with their emotional needs unmet. Children do not develop positive attitudes to learning. There is very little to motivate them or capture their interest. Those with special educational needs and/or disabilities are not supported to manage or regulate their emotions. At times when they become agitated, staff follow them around, rather than support them to feel calm and settled. Leaders have systems in place for monitoring children's attendance. Children's welfare and wellbeing Urgent improvement Children's welfare and wellbeing is not assured. Weaknesses in the key-person arrangements, prevent children from developing safe and secure relationships with staff. Children with special educational needs and/or disabilities (SEND) are not supported effectively. A lack of secure relationships means that staff do not understand children's needs well enough to provide the support they require. When children become upset, they generally receive cuddles and comfort. Staff recognise when children feel tired and gently settle them to sleep. Staff provide calm and quiet areas for children to rest. Children have opportunities to play outdoors. They enjoy using large climbing frames and smile as staff push them on swings. Leaders have arrangements in place so that children are generally provided with nutritious meals. However, during mealtimes, staff do not always supervise children appropriately. For example, they leave babies unattended at tables to complete other tasks. Children with SEND lie on the floor alone drinking from bottles of milk. This increases their risk of choking and puts children's health and wellbeing at risk. Additionally, staff do not promote healthy habits in respect of children having screen time. Babies are sometimes left to watch programmes on a computer tablet, while staff feed other children. All of these negatively impact on children's welfare and wellbeing. Curriculum and teaching Urgent improvement Leaders do not implement a broad or ambitious curriculum for children. They do not have a secure understanding of what children need to learn. Staff are not skilled at teaching children. They provide resources for them, that are laid out in the environment, but there is little interaction from staff to teach children new skills. Babies have space to move around and have access to coloured balls and activity stands. They show some interest in these resources and discover how to open doors on wooden boards. This learning is, however, incidental, and not initiated by staff. Staff show some comfort to children when they become upset and sit them on their laps. There is little attempt to engage children in play. As a result, babies are often unsettled during their time in nursery. The curriculum is not inclusive for all children. Those with special educational needs and/or disabilities spend time away from other children. They are not encouraged to take part in the activities on offer. Staff follow children around, watching what they do. Older children do not learn the skills they will need to prepare them for school. For example, some older children are placed into high chairs for mealtimes, and staff feed them. This does not teach children the social skills they need or help them to develop the ability to use cutlery to feed themselves. Inclusion Urgent improvement Leaders do not ensure children with special educational needs and/or disabilities (SEND) have their needs met effectively. They do not gather vital information about some children, including those who are known to social care, before they start at the nursery. This means they do not have the knowledge they need to support the children appropriately. Other professionals who work with children attend the setting on occasion. Leaders and staff liaise with them and gain some insight into children's specific needs. However, advice from other professionals is not always implemented into practice by staff. Some children do not have plans in place. Consequently, staff do not know what their needs are or how to support them to make progress. Where children do have plans, staff do not understand or implement them. Leaders do work with the local authority, and attend training specific to supporting children with SEND. However, this is not having the desired impact in practice. Staff do, at times, sit with children with SEND and engage with them. They shake sensory drums that contain beads, which children enjoy watching. Generally though, children with SEND experience little interaction or learning opportunities. For example, staff follow children around the room, guiding them away from areas that are not suitable for them. There is little attempt to engage these children in learning activities. Leadership and governance Urgent improvement Leaders have not addressed previous actions raised at the last inspection. They have not monitored the nursery effectively to ensure that improvements are made. This significantly impacts on children's experiences and the progress they make. Leaders have not addressed weaknesses in vetting procedures, which means the suitability of staff working with children still cannot be assured. Leaders have not yet developed an ambitious curriculum so that children receive exciting and purposeful learning experiences. Additionally, staff do not receive the support and mentoring they need to ensure they have the knowledge and understanding to carry out their roles effectively and provide high-quality learning opportunities for children. This includes children with special educational needs and/or disabilities. Staff receive supervision with leaders, however, this is not effective in identifying and improving practice across the nursery. Staff comment that their wellbeing is supported by leaders. Leaders fail to obtain and maintain records about children. This does not ensure the safe and efficient management of the nursery. Parents generally comment positively about the staff at the nursery. However, they do not receive important information about their children such as who their key person is. Leaders have not ensured that partnerships with parents are effective to promote the wellbeing of children. What it's like to be a child at this setting Children's health and wellbeing is compromised at this setting. Leaders have not taken sufficient action to ensure weaknesses identified at the last inspection have been addressed. Recruitment procedures are not robust enough to ensure staff working with children are suitable to do so. In addition, staff do not have a secure knowledge of safeguarding procedures. They are unsure of what to do if they are concerned about a child. Leaders and staff do not gather sufficient information about children before they start to ensure they can meet children's needs. Similarly, parents are not provided with the required information about their children. Children are not supervised effectively while eating. These repeated breaches of the requirements continue to put children at risk and do not promote their safety and welfare. Staff provide activities for children and join in play with them at times. Children explore the environment, taking some interest in the resources available to them. Staff speak calmly to children and sing songs to soothe them when they become upset. Older children spend time dancing and waving coloured scarves in the air, which they enjoy. They hide different animals in sand and try to dig them out again. Children talk about the animals they have found and are encouraged to make the sound to match. Children with special educational needs and/or disabilities and those known to social care are not supported well. Leaders and staff do not have the information they need about these children to be able to meet their needs effectively. The curriculum is vague and not ambitious for children. Activities are not differentiated to meet children's individual stages of development. Staff do not have the knowledge and support they need to deliver high-quality learning experiences. Therefore, teaching is weak across the nursery. Consequently, children do not learn the skills they need to prepare them for the next stage in their education. Next steps The provider is not meeting the requirements of the Early years foundation stage and Childcare Register and Ofsted intends to take enforcement action. We will issue a Welfare Requirements Notice requiring the provider to have taken the following actions by the assigned date: Action Completion Date Action Completion Date ensure recruitment processes include carrying out robust checks to assess the suitability of anyone who has regular contact with children 24/06/2026 ensure staff have the knowledge and understanding they need to report any concerns they have about children, in line with the setting's safeguarding policy 24/06/2026 ensure leaders and staff have appropriate knowledge and understanding of children's needs so that they can provide the support children need 24/06/2026 ensure children with special educational needs and/or disabilities have plans in place that outline the support they need to help them to make progress 24/06/2026 ensure children are always within sight and hearing of staff when eating 24/06/2026 improve the key-person system so that all children have a key person that builds secure relationships with children and families 24/06/2026 ensure information about children is obtained before they start at the setting, such as information about other agencies and who has parental responsibility, to ensure children's needs can be met 24/06/2026 ensure required information is shared with parents, including who their child's key person is 24/06/2026 To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date: Action Completion Date plan a broad and ambitious curriculum that meets the individual needs and development of all children 31/07/2026 ensure staff receive appropriate support and mentoring to carry out their roles effectively and deliver high- quality learning opportunities for children 31/07/2026 Inspector: Christine Ward About this setting Unique reference number (URN): 2839210 Address: 76 Pershore Road Birmingham B5 7BS Type: Childcare on non-domestic premises Registration date: 25/05/2025 Registered person: Teeny Haven Limited Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 16:00 Local authority: Birmingham Facts and figures used on inspection This data was available to the inspector at the time of the inspection. About this inspection The inspector spoke with leaders, practitioners, and parents 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. 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. This data is from 9 June 2026 Children numbers Age range of children at the time of inspection 1 to 4 Total number of places 0 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk. 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