URN 2750260 · Inspected 2026-01-16 · Published 2026-03-16 · Inspector: Lara Mathews
Happy Learners Day Nursery Unique reference number (URN): 2750260 Address: Goldstone Valley Gospel Hall, Edward Avenue, Hove, East Sussex, BN3 6WL Type: Childcare on non-domestic premises Registered with Ofsted: 21/09/2023 Registers: EYR Registered person: Happy Learners Day Nursery Ltd Inspection report: 16 January 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 are extremely well prepared for the next stage of their learning. Leaders and staff focus strongly on the prime areas, helping children develop independence, resilience, social skills and emotional readiness. Children are supported very well to make sustained progress from their individual starting points, through the carefully sequenced curriculum. Children's needs are identified early, and support is put in place quickly, closely monitored and adapted where needed. This ensures that all children, including those who face barriers to learning, achieve and thrive at this nursery. The support for developing children's communication and language skills is a particular strength. Staff respond sensitively to babies' babbling and use warm interactions, turn-taking and questioning to extend early communication at every opportunity. Older children become confident communicators who express their needs, share ideas and engage in meaningful conversations. They are curious, independent and motivated, exploring challenges such as using the hammock in the woodlands. Children make choices, manage their own needs and show positive attitudes to learning, developing the skills and confidence required for school and their next stage of education. Behaviour, attitudes and establishing routines Strong standard Leaders create a warm and welcoming environment with clear expectations for behaviour that everyone understands and that all staff apply consistently. Daily routines are predictable and well established, helping children feel safe, secure and confident. For example, children know and follow the regularly outlined boundaries in the woodlands and understand why these are important. Children feel valued and understood, which supports positive behaviour and a strong sense of belonging. Children show positive attitudes towards each other and their learning. They share, take turns and work together well. For example, children confidently collaborate to find an adult during a game and take turns when using shared equipment such as the hammock. Staff model calm behaviour, positive language and simple problem-solving, helping children manage disagreements and build friendships. Staff also consider each child's age, stage of development, individual needs and personal circumstances when supporting behaviour. This ensures that expectations are fair and achievable. Leaders work closely with families to promote good attendance and punctuality. They offer support where needed and address concerns early. This helps families understand the importance of regular attendance to help children feel secure, follow routines and make the best progress. Children's welfare and wellbeing Strong standard Leaders put children's welfare and wellbeing at the centre of everything they do. Care practice is highly effective and tailored to each child's needs. Staff know children extremely well and skilfully adapt routines to reflect their age, stage of development, home experiences and any additional needs. As a result, gaps in care and wellbeing are minimised, and children thrive. Staff build secure, trusting relationships with babies and children. They respond sensitively to children's cues, comfort them when needed and celebrate their achievements. New starters settle and quickly become very confident with routines and expectations. Children feel safe, secure and confident to explore, showing they trust the adults caring for them. Children are supported to understand personal safety and make healthy choices. For example, they can explain the importance of staying safe around unfamiliar dogs. Physical development is promoted through active play and daily routines. Healthy eating and self- care are encouraged from a young age, with a dedicated potty room supporting toilet training in the baby room. Staff help children recognise, express and manage their emotions. They model calm behaviour, name feelings and provide reassurance. Routines for sleeping, weaning and feeding are flexible and adapted to each child. Staff work closely with parents to ensure consistency, supporting children's health, security and overall wellbeing. Curriculum and teaching Strong standard Leaders have designed an ambitious and well-thought-out curriculum that focuses clearly on all children's learning and development. High-quality practice is consistent and has a strong impact on children's progress. Leaders are absolutely clear about what they want children to know and be able to do. They ensure that children's learning securely builds from their starting points over time. The curriculum reflects the needs of the children, the setting's ethos and the local area. Staff know the children extremely well and use this knowledge to plan meaningful and engaging experiences. Teaching is flexible and responsive, shaped by children's interests and next steps. Staff skilfully build on these interests to support communication, confidence and independence. Visual aids, clear routines and well-adapted environments help promote communication and wellbeing. As a result, children develop strong self-care skills, improved communication and growing social confidence, supporting their readiness for the next stage of learning. Staff have high expectations for all children and believe every child can succeed regardless of their starting points. Teaching is adapted so all children can access learning and make significant progress. Daily visits to the woodlands provide open-ended opportunities for children to take safe risks, solve problems and manage their own needs. This builds children's resilience, confidence and independence. Staff consistently model rich vocabulary, talk through play and create meaningful conversations. Children's mathematical understanding is also supported naturally, for example when staff encourage children to count buds growing on trees, helping them link early number skills to real-life experiences. Inclusion Strong standard Leaders are strongly committed to early intervention. There is clear consistency in how children with special educational needs and/or disabilities, disadvantaged children or those who face other barriers to learning are identified swiftly and supported immediately. Parents highly value the setting's ability to recognise and respond to children's needs at an early stage. Leaders communicate openly with families to build a strong understanding of each child while offering guidance and reassurance. Leaders work closely with external professionals, including speech and language therapists and the local authority inclusion teams. Advice and strategies are implemented promptly and reviewed regularly to ensure that they have a positive impact on children's outcomes. Inclusion systems are well organised, closely monitored and adjusted where needed to remain effective. Leaders use funding and resources purposefully to support children who need additional help. The setting's graduated response to inclusion is a key strength. They move swiftly from observation to action, using strategies such as visual supports, structured routines and adapted environments to reduce barriers. Leaders remain vigilant to emerging needs and continue to adapt provision so children make secure and sustained progress from their starting points and develop the resilience they need to thrive. Leadership and governance Strong standard Leaders have a clear understanding of the setting's strengths and areas for improvement. They have a strong vision and take decisive action, always keeping children's best interests at the centre of their decisions. Gaps in practice are identified quickly and addressed effectively using robust monitoring, evaluation and feedback from staff, children and families. Changes, such as those recently made to the leadership team, are managed smoothly, ensuring that day-to-day routines and children's learning and wellbeing continue without disruption. Leaders prioritise staff wellbeing and manage workloads carefully. Staff feel supported, valued and able to perform at their best. Professional development is purposeful and targeted, helping staff to continually improve their practice, maintain high standards and meet the needs of all children. Leaders work closely with parents and external professionals in a coordinated way to support children, including those with special educational needs and/or disabilities and those who are disadvantaged or face other barriers to learning. They create a culture of high expectations, reflection and continuous improvement. This ensures that all children are supported to achieve, feel a strong sense of belonging and thrive in the setting. What it's like to be a child at this setting Children are happy, secure and show a strong sense of belonging in this setting. Staff create a nurturing and engaging environment where children feel valued and their opinions are listened to. From the start of the day, staff greet children with warm smiles, provide reassurance and support them to settle quickly into familiar routines. Children separate confidently from parents and join in activities with enthusiasm, demonstrating that they feel safe and secure. Children thrive in both indoor and outdoor environments that are carefully designed to promote exploration, independence and challenge. The forest school in the woodlands and the spacious outdoor area provide safe opportunities to run, climb and slide, supporting physical development and confidence. Daily real-world experiences, such as woodland visits, foster curiosity and help children develop a purposeful understanding of the world around them. Independence is encouraged from an early age. Babies make choices and explore independently, while older children safely take on new challenges such as climbing up a mud pit. Children develop early communication, language and mathematical skills through staff encouragement and meaningful interactions. Staff model language, ask questions and introduce new vocabulary to extend thinking and reinforce learning. Children also learn to manage their feelings and behaviour, with staff offering reassurance, guidance and simple explanations, which builds resilience and social confidence. Play is central to learning. Children are deeply engaged, motivated and curious, exploring activities that allow them to solve problems, make decisions and develop confidence. Staff consistently support children to feel valued and understood, fostering positive behaviour and a sense of belonging. Parents report that their children are happy, safe and enjoy attending the setting. Overall, children are well supported to grow, learn and develop the skills and confidence needed for their next stage of learning. Next steps Leaders should sustain their current work to maintain high standards and secure continued improvement. Leaders should focus on securing transformational improvements that positively impact children's outcomes and experiences. Inspector: Lara Mathews About this setting Unique reference number (URN): 2750260 Address: Goldstone Valley Gospel Hall Edward Avenue Hove East Sussex BN3 6WL Type: Childcare on non-domestic premises Registration date: 21/09/2023 Registered person: Happy Learners Day Nursery Ltd Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Local authority: Brighton and Hove Facts and figures used on inspection This data was available to the inspector at the time of the inspection. About this inspection The inspectors spoke with leaders, staff, parents and carers, children 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 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. A quality assurance visit by an additional inspector was carried out at this inspection. This data is from 16 January 2026 Children numbers Age range of children at the time of inspection 1 to 4 Total number of places 43 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. 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. This publication is available at https://reports.ofsted.gov.uk. Interested in our work? 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