Happi Feet Nursery

Happi Feet Nursery
Unique reference number (URN): 2849371
Address: 47 Erith Road, Belvedere, DA17 6HF
Type: Childcare on non-domestic premises
Registered with Ofsted: 14/05/2025
Registers: EYR, CCR
Registered person: Moses Basket Ltd
Inspection report: 23 September 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
Achievement Strong standard
Children make profound progress from their individual starting points and confidently use
what they have previously learned. Babies develop their communication, physical skills and
confidence. They babble to express their needs, walk independently and seek reassurance
from familiar practitioners when needed.
Older children demonstrate secure mathematical knowledge during their play. For example,
they know that a spider has 8 legs, count how many they have made and work out how
many more they need. Children recognise familiar shapes in their environment and
increasingly use their knowledge independently. They develop positive social skills, such as
sharing and taking turns, and begin to apply these without adult support.
Children who may face barriers to learning and/or wellbeing achieve well. Those who begin
nursery using few words significantly extend their vocabulary and become more confident
communicators. Children with special educational needs and/or disabilities participate
meaningfully alongside their peers. These experiences support children to develop the
communication, independence, confidence and knowledge that prepare them well for their
next stage of learning.
Behaviour, attitudes and establishing routines Strong standard
Leaders establish and embed clear expectations that practitioners apply effectively across
the nursery. Children behave well and develop highly positive attitudes towards learning.
They are calm and attentive and understand what is expected of them. Practitioners support
children to build warm, respectful relationships that help them feel secure and ready to
learn. They calmly help children to solve disagreements with their friends, share resources
and express their feelings. As a result, children increasingly regulate their behaviour,
cooperate with others and develop positive relationships with their friends.
Practitioners use familiar songs and cues skilfully to help children anticipate what happens
next. For example, toddlers respond to the tidy-up song and independently put resources
away. When practitioners sing the lining-up song, children confidently prepare to go outside.
These well-established routines mean transitions are calm and purposeful. Children listen
carefully, follow instructions and increasingly take responsibility for themselves and their
environment. This enables them to participate fully in learning and prepares them well for
their next stage.
Leaders promote regular attendance and punctuality with parents and carers. They closely
monitor attendance and work in close partnership to support parents who need help to
establish routines at home. As a result, children attend regularly, arrive ready for their day
and benefit fully from the nursery's learning experiences.

Children's welfare and wellbeing Strong standard
Children benefit from warm, responsive care that supports their individual needs and helps
them feel safe and secure. Practitioners know children well and sensitively adapt routines
for them. Children who may face barriers to learning and/or wellbeing receive additional
support to participate comfortably alongside others. For example, familiar objects help
children with special educational needs and/or disabilities remain settled at mealtimes. This
means children develop secure relationships with practitioners and confidently seek
reassurance when they need it.
Leaders embed care routines that actively promote children's independence, dignity and
understanding of how to keep themselves healthy and safe. For example, toddlers and pre-
school children self-serve food. All children use cutlery and increasingly manage aspects of
mealtimes independently. Pre-school children learn about privacy and close curtains when
using the toilet. Practitioners sensitively protect younger children's privacy when changing
them. These experiences help children develop respect for themselves and an
understanding of personal boundaries.
Leaders promote healthy lifestyles beyond the nursery. Children experience freshly
prepared meals, try different foods and learn about healthy eating and oral hygiene.
Practitioners work closely with families around weaning, food and toothbrushing. Safe sleep
arrangements are carefully monitored and shared with parents and carers. This joined-up
approach supports children's physical health, emotional security and overall wellbeing.
Curriculum and teaching Strong standard
Leaders establish an ambitious curriculum that reflects what children already know and can
do and what they need to learn next. Practitioners know children extremely well. They
identify gaps in learning and use this knowledge to plan purposeful experiences that build
progressively on children's individual starting points.
Practitioners skilfully promote children's communication and language throughout the day.
They model vocabulary, ask open-ended questions and give children frequent opportunities
to talk about their ideas and experiences. For example, practitioners use stories to extend
children's imagination, thinking and story language. As a result, children listen attentively,
respond confidently and increasingly express their thoughts and ideas. Mathematical
learning is woven naturally through children's play. Babies hear number names and count
splashes, while older children count objects, recognise shapes and explore how many more
they need. This strengthens children's mathematical understanding in meaningful contexts.
Teaching is consistently adapted for children with special educational needs and/or
disabilities and children who may face barriers to learning and/or wellbeing. Practitioners
use targeted activities, visual support and recommended strategies. As a result, all children
participate meaningfully, build on prior learning and develop the knowledge and skills they
need for their next stage.

Inclusion Strong standard
Leaders create an inclusive culture where practitioners know children extremely well and
respond precisely to their individual needs. They identify potential barriers early through
observation, screening and close partnerships with families. This enables children, including
children with special educational needs and/or disabilities and those who may face barriers
to learning and/or wellbeing, to receive timely and highly effective support.
Practitioners make purposeful adaptations that enable all children to participate and make
progress. For example, they use visual cards, now-and-next boards and objects of reference
to support children's communication and transitions. Children increasingly use these
resources independently to communicate their needs. Practitioners use targeted activities
and interventions to support children who have little or no speech. As a result, children
extend their vocabulary, become confident communicators and make strong progress from
their starting points.
Leaders work closely with parents and carers and other professionals. They implement
recommended strategies and review children's progress to ensure support remains
effective. This joined-up approach reduces barriers and enables children to become calmer,
develop positive social skills and participate confidently alongside their peers.
Leadership and governance Strong standard
Leaders have high expectations for the quality of care and education children receive. They
accurately evaluate the provision and take purposeful action when they identify where
practice can improve. For example, leaders identify that practitioners need greater
confidence in managing children's behaviour and arrange targeted training. Practitioners
now use shared strategies effectively. As a result, children are calmer, listen attentively,
follow instructions and move confidently between routines. This creates a harmonious
environment where children feel secure and are ready to learn.
Leaders continuously invest in practitioners' professional development. They model
excellent practice, provide ongoing support and encourage practitioners to develop their
expertise and take on leadership responsibilities. For example, practitioners undertake
specialist training in supporting children with special educational needs and/or disabilities
and share their developing expertise with colleagues. This strengthens practitioners'
confidence and ensures that children's individual needs are quickly identified and
consistently met. Practitioners feel valued, supported and confident to seek guidance. This
contributes to a positive culture across the nursery.
Leaders build highly positive partnerships with families and the wider community. Parents
and carers describe the nursery as welcoming and recognise the progress, confidence and
independence their children develop. Leaders continually reflect on their provision and seek
further improvements. They make decisions that prioritise children, including those who may
face barriers to learning and/or wellbeing. Their ambitious and reflective leadership has a
sustained, positive impact on children's experiences and outcomes.

Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children are happy and confident and develop a deep sense of belonging at this welcoming
nursery. They arrive happily and receive warm greetings from practitioners who know them
extremely well. Secure and affectionate relationships help children feel safe to explore,
communicate their needs and seek reassurance when needed. Children who may face
barriers to learning and/or wellbeing, including children with special educational needs
and/or disabilities, receive sensitive and individualised support. These experiences and
routines help children participate meaningfully alongside their friends. As a result, children
settle well, grow in confidence and thrive.
Children thoroughly enjoy their learning. Babies eagerly explore water, listen to stories and
join in with songs and rhymes. Older children paint, build, engage in imaginative play and
confidently talk about their ideas and experiences. Outdoors, children run, climb, ride
wheeled toys and explore the forest school. These experiences develop their confidence,
communication, physical skills and curiosity. Children increasingly remember and use what
they have learned in different situations. They form positive friendships, learn to share and
take turns, and increasingly manage their feelings and behaviour. Calm, familiar routines
help children understand what happens next and participate confidently throughout their
day.
Children develop valuable independence through everyday experiences. They serve food,
use cutlery and increasingly manage aspects of their personal care. They learn about
healthy lifestyles, oral hygiene, privacy and keeping themselves safe. Parents and carers
understand the importance of regular attendance and how it affects children's outcomes.

Inspector:
Michelle Blake
About this setting
Unique reference number (URN): 2849371
Address:
47 Erith Road
Belvedere
DA17 6HF
Type: Childcare on non-domestic premises
Registration date: 14/05/2025
Registered person: Moses Basket Ltd
Register(s): EYR, CCR
They work in partnership with leaders. This helps children benefit fully from everything the
nursery provides. Families are warmly welcomed. Their knowledge of their children helps
practitioners provide continuity between home and nursery. Parents describe the nursery as
homely and welcoming. They value the care their children receive and recognise the
significant progress, confidence and independence they develop.
Next steps
Leaders and those responsible for governance should continue their excellent practice to
ensure their work has a transformational and sustained impact on outcomes for all
children, particularly those with special educational needs and/or disabilities, those who
may face barriers to learning and/or wellbeing, and those known to children's social care.
About this inspection
The inspector spoke with leaders, practitioners, children 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.

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:30
Local authority: Bexley
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 23 September 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
59
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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