URN 2787185 · Inspected 2026-07-27 · Published 2026-09-10 · Inspector: Seema Parmar
The Happy Haven Day Nursery Unique reference number (URN): 2787185 Address: Regents House, 21 Church Road, Stanmore, HA7 4AR Type: Childcare on non-domestic premises Registered with Ofsted: 06/06/2024 Registers: EYR Registered person: The Happy Haven London Limited Inspection report: 27 July 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 Behaviour, attitudes and establishing routines Strong standard Leaders establish a respectful culture where children learn clear rules, routines and expectations. Staff consistently model positive behaviour and interactions. As a result, children behave consistently well throughout the day. Children share, take turns and cooperate successfully with their peers. They listen attentively during activities, respond positively to guidance and move confidently between routines. Staff use consistent approaches, such as praise and well-established behaviour strategies, to help children understand expectations and recognise positive behaviour. This helps children develop positive attitudes to learning and one another. Children build warm and trusting relationships with staff. Babies seek reassurance from familiar adults, while older children demonstrate kindness, consideration and respect towards their friends. Children confidently follow daily routines, from self-registration on arrival to managing mealtimes and self-care tasks. Staff teach children to understand their feelings and actions. Consequently, children regulate their behaviour well and show a secure sense of belonging. Leaders promote attendance effectively and monitor children's attendance closely. Staff maintain regular contact with families when children are absent and involve other professionals when necessary. This helps children establish positive attendance habits and routines. Children with differing needs benefit from consistent support. As a result, they participate fully in nursery life, develop positive attitudes to learning and play successfully alongside their peers. Children's welfare and wellbeing Strong standard Leaders consistently prioritise children's welfare and wellbeing. They know children and families exceptionally well and respond quickly to children's changing needs and circumstances. As a result, children feel safe, secure and valued. Staff establish well- structured routines that help children develop healthy habits. Children wash their hands regularly, brush their teeth daily and enjoy nutritious meals and snacks. Staff use mealtimes and daily routines to teach children about healthy lifestyles, healthy choices and personal hygiene. Leaders' work to promote children's health and wellbeing has been recognised through the Healthy Early Years London Gold Award. Children develop increasing independence in their self-care. Staff support children to manage toileting, handwashing and personal hygiene routines confidently. Leaders have developed a successful toilet training programme. Staff work closely with families, provide workshops, resources and practical guidance, and tailor support to children's readiness. As a result, children develop confidence, independence and important life skills that prepare them for future transitions as they move on to school. Children with differing needs benefit from highly responsive support. Staff work closely with families and professionals to promote children's welfare and emotional wellbeing. They provide practical support and resources when needed, helping to maintain continuity in children's care and wellbeing beyond the nursery. Inclusion Strong standard Children with special educational needs and/or disabilities receive highly effective support. Staff identify needs early and work closely with parents and professionals. They take thoughtful action to reduce barriers to children's learning and wellbeing. As a result, children participate fully in nursery life. Staff carefully tailor strategies, teaching and routines to meet children's individual needs. They use visual prompts and sign language to help children communicate their needs and make choices. Leaders champion children, relentlessly working with parents, professionals and other settings that children will move on to, in order to support their next stages in learning. They use their detailed understanding of children's needs to influence decisions, secure support and remove barriers to learning. This highly effective approach helps ensure that all children benefit from the same opportunities to learn and develop as their peers. Children who are vulnerable receive consistent and meaningful support. Staff provide practical help, resources and guidance for parents to bridge home and nursery life. This promotes children's welfare and wellbeing. Children facing disadvantage benefit from leaders' effective use of additional funding. Staff provide home-learning resources, care packages and practical support. This helps maintain continuity between home and the nursery. Staff consistently make a demonstrable difference to children's opportunities and experiences. As a result, children benefit from inclusive support that helps them learn, develop and thrive. Leadership and governance Strong standard Leaders use their detailed understanding of the nursery's strengths and areas for development to drive continuous improvement. They maintain a clear focus on positive outcomes for children and identify priorities for improvement effectively. Leaders consistently identify and address barriers to children's learning and wellbeing. They secure additional funding and deploy resources thoughtfully to support children and families. Leaders gather detailed information about children's interests, experiences and family circumstances. They use this information to identify their most deserving children and provide opportunities they may not otherwise access. As a result, children benefit from experiences that broaden their understanding of the world. Leaders have established a culture of high expectations and professionalism. They provide regular supervision, training and coaching. Leaders use peer observations and reflective discussions to strengthen practice. Staff feel valued and supported in their roles and wellbeing. Leaders engage thoughtfully with families and the wider community. They provide workshops, resources and guidance that help families support children's development at home. Their work to promote healthy lifestyles and support toilet training has been recognised by local authority and health professionals. Consequently, children and families benefit from leaders' committed approach to inclusion, community engagement and continuous improvement. Expected standard Achievement Expected standard Children typically develop the knowledge and skills they need for their next stages of learning. They communicate confidently, follow routines and develop positive attitudes to learning. Children share, take turns and increasingly manage their personal care independently. Babies develop secure relationships and begin to explore their environment with confidence. Children with special educational needs and/or disabilities and those facing barriers to their learning and wellbeing benefit from well-targeted support and develop the skills needed for their next stages of learning. However, opportunities for children to lead their own play, develop their speaking skills and strengthen their large-muscle movements are not consistent enough to progress their skills across all areas of the curriculum. Curriculum and teaching Expected standard Staff know what children know and can do. They plan learning around children's interests, experiences and developmental needs. Staff adapt teaching to support children with special educational needs and/or disabilities. They work closely with families and professionals to ensure that these children equally access the curriculum alongside their peers. Staff generally deliver a broad and exciting curriculum that supports children's all-round development. However, at times, staff place greater emphasis on adult-led focus activities. This reduces opportunities for children to lead their own play and exploration. Additionally, during some interactions, staff do not always allow enough time for children to respond to questions and comments. Despite this, staff create a supportive language environment overall. They model clear language, introduce new vocabulary and use animated tones to engage children. Staff use stories, songs and signs to deepen understanding. They use props and real objects to bring stories to life. Children become mesmerised and make connections between words and experiences. Staff also introduce mathematical language through counting, shape, size and daily routines. Staff help children learn about other people through stories, music and cultural experiences. They support children's fine motor development through activities such as cutting fruit. However, staff do not consistently incorporate experiences that strengthen children's large-muscle skills. What it's like to be a child at this setting Children arrive happily and confidently each day. They beam at familiar staff, wave goodbye to their parents and eagerly begin their day. Children choose their photo to self-register, find their coat peg and join familiar routines. This helps them feel safe, secure and ready to learn. Children build warm relationships with staff and their friends. Babies seek comfort from familiar adults and happily explore their surroundings. Older children share, take turns and play cooperatively. As a result, children develop a secure sense of belonging and learn how to build positive relationships. Children enjoy rich experiences that help them learn about the world around them. They listen to stories, join in with music activities and explore resources with curiosity. Children learn alongside friends from different backgrounds and cultures. For example, they learn to say hello in other languages, such as Twi, explore African musical instruments and enjoy books that reflect diverse families, cultures and abilities. These experiences help children understand similarities and differences between people. Children with special educational needs and/or disabilities, children known to children's social care and those facing other barriers participate fully in nursery life. Staff work closely with families and professionals to reduce these barriers to their learning. As a result, these children access the same opportunities as their peers. Children grow in confidence and independence. They remove their shoes, wash their hands, use the toilet and manage personal care routines with increasing confidence. Children communicate their needs, make choices and follow familiar routines throughout the day. They behave consistently well and show positive attitudes to learning. Children learn healthy habits through nutritious meals, handwashing and daily toothbrushing routines. As a result, children thrive in this caring and nurturing environment. Next steps Leaders should strengthen curriculum planning and delivery by providing a more balanced approach to adult-led and child-led experiences and embedding opportunities for children to develop large-muscle skills. Leaders should strengthen staff's support for children's communication and language, providing children with more opportunities to respond, express their ideas and develop their confidence in speaking. About this inspection The inspector spoke with leaders, practitioners and the special educational needs coordinator 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 Inspector: Seema Parmar About this setting Unique reference number (URN): 2787185 Address: Regents House 21 Church Road Stanmore HA7 4AR Type: Childcare on non-domestic premises Registration date: 06/06/2024 Registered person: The Happy Haven London Limited Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 Local authority: Harrow Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 27 July 2026 Children numbers Age range of children at the time of inspection 1 to 4 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. 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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