URN 2839210 · Inspected 2026-02-12 · Published 2026-06-09 · Inspector: Dal Malhi
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 Registered person: Teeny Haven Limited Inspection report: 12 February 2026 Exceptional Strong standard Expected standard Needs attention Urgent improvement Urgent improvement Safeguarding standards not met Leaders do not ensure that there is an open and positive culture around safeguarding or that staff are able to carry out their responsibilities effectively to keep children safe. This puts children at significant risk of harm. There are inconsistencies in staff's knowledge of some specific areas of concern, such as the 'Prevent' duty guidance or how to recognise the signs and symptoms that children may present that might indicate they are at risk of harm. Staff are unsure about who to report their concerns about safeguarding to beyond the leaders at the setting. Leaders who are responsible for safeguarding have not kept up to date with their own training. This does not ensure that they have the knowledge and understanding to enable them to report concerns about children or where staff may present a risk to children. Recruitment procedures are not effective. Leaders do not ensure that there are robust systems in place to carry out relevant checks on staff suitability. For example, there are inconsistencies in obtaining suitable references. Recruitment records are not complete for staff who are already working with the children. Leaders do not demonstrate that they understand the significant risks that this poses to children. This significantly compromises children's safety. 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, including those with special educational needs and/or disabilities and those who face other barriers to their learning and/or wellbeing, do not make consistent progress. Their progress in their communication and language is significantly impacted. For example, older children hear and say some words but do not build on this quickly and learn how to put words into sentences. Children enjoy singing songs and rhymes. They appear to know these rhymes as they attempt to sing them out loud. Children listen to books being read to them. However, children do not consistently gain the skills they need to help them move on to school. Children do not successfully learn to manage their own health and hygiene needs. For instance, they do not learn to routinely wash their hands after using the toilet. They struggle to share and do not always learn how to judge what is right from wrong. Behaviour, attitudes and establishing routines Urgent improvement The nursery is yet to implement an approach to managing children's behaviour that helps them understand how to share with their peers. Staff spend most of their time appeasing children without teaching them. For example, when children snatch toys from each other, such as a hammer, instead of explaining the importance of sharing, staff quickly diffuse the situation by trying to find another hammer for them. Children are not taught about what is right and wrong. Staff do interact warmly with children. However, engagement in conversations with children is limited. This significantly impacts their behaviour and attitudes to learning. Staff help children to follow the daily routine, such as circle time. However, not all children understand what is happening. The younger children begin to disengage quickly and do not participate in adult-led activities. This results in them becoming distressed and missing out on important learning. Children with special educational needs and/or disabilities struggle to regulate their emotions. Staff do offer some comfort and care. However, children do not receive the individual attention that they need. Leaders monitor attendance through keeping logs and have effective procedures for dealing with absences. Children's welfare and wellbeing Urgent improvement Health and hygiene is a significant concern at this nursery. For example, staff do not notice when children dip their hands into stagnant water in basins that are blocked. Furthermore, children's good health is compromised due to the lack of cleanliness of the premises, including unhygienic areas for storing food and preparation. Lunchtime routines become delayed due to staff struggling to manage the needs of individual children. Leaders do not think about what children will eat for their lunch. They do not plan meals effectively and ensure that healthy foods are available for children. For example, when staff realise there is no bread to make sandwiches, children are given only ready-made noodles. This means children do not benefit from healthy, balanced and nutritious meals. The individual needs of children, including those with special educational needs and/or disabilities (SEND) and those who face other barriers to their learning and/or wellbeing, are not met effectively throughout the day. For example, staff struggle to build a secure attachment to children. They are too busy trying to balance the needs of all children at the same time in the environment. Children with SEND become distressed as staff struggle to manage their individual needs. Furthermore, younger children become restless and upset trying to gain the attention of staff when they are tired and want to sleep. Consequently, this puts significant strain on the welfare and wellbeing of all children. Leaders do not ensure that at least one person who has a current paediatric first-aid certificate is on the premises and available at all times when children are present. This means trained staff are not always available to respond in the event of an accident. As well as this, leaders do not ensure that the premises are secure, maintained well and fit for purpose. The systems that are currently in place do not ensure the security of the premises to keep children safe. For example, when parents drop off their children, staff give access through an intercom system. However, staff are not aware when parents have left the building and have given access to other parents through the side gate because they leave the foyer unattended. Curriculum and teaching Urgent improvement Leaders do not plan a broad curriculum for all children that meets their individual needs, interests and developmental stages. The curriculum is not ambitious for all children because the same expectations are set for children regardless of the age and stage of development. For example, all children are learning to say words regardless of their age, but older children are not taught to put words into sentences. As a result, the curriculum does not fully meet the needs of all children, including those with special educational needs and/or disabilities (SEND). Staff are kind and caring towards children. They provide children with some activities. Children mould play dough and fill up jugs of water in the water tray. Staff make some attempts to engage with them during play. However, staff are too busy juggling the needs of older and younger children who are in one room. There is greater focus on activities rather than responding to each child's emerging needs. This means children are often left playing by themselves, and staff offer little interaction. As a result, children's learning and development is significantly impacted. Leaders are yet to establish secure arrangements for play and learning for children, including those with SEND and those who face other barriers to their learning and/or wellbeing. Inclusion Urgent improvement Leaders do not ensure that the needs of individual children, including those with special educational needs and/or disabilities (SEND) and those who face other barriers to their learning and/or wellbeing, are met. Staff do not have the necessary skills and knowledge to support children with SEND. They are unable to identify and assess children's needs accurately and quickly as they do not have the relevant training on how to assess, plan for, implement and review children's progress. Leaders do engage with the local authority for support, and recently they have attended a SEND course. However, this new learning has not had an impact on the quality in providing an inclusive environment for all children. Staff are kind and caring towards children with SEND and those who face other barriers to their learning. For example, staff offer some comfort to children with SEND who appear distressed by offering cuddles to calm them. They engage them in some play, such as singing songs and rhymes. However, the constraints of caring for mixed ages and stages of children in one room has a significant impact on providing an inclusive environment for all children. Leadership and governance Urgent improvement Leaders have failed to meet their responsibilities under the requirements of the 'Statutory framework for the early years foundation stage'. The provider has not overseen the provision effectively to ensure that children are kept safe, are well cared for and are provided with high-quality learning. This includes those with special educational needs and/or disabilities and those who face other barriers to their learning and/or wellbeing. Leaders are not successful in picking up areas for improvement, do not monitor the provision well enough and do not take effective action to tackle areas for development. This impacts on how well children are kept safe at the setting. Additionally, children do not make consistent progress in their learning and development. Staff share basic information about children's care with parents when they pick up their children from nursery. For example, they receive updates about what their children have eaten for lunch and nappy changing routines. However, leaders and staff do not ensure that parents are aware of what their children are learning and what they need to do next. This does not help parents to support their children's learning and development at home. Leaders have positive relationships with staff and work well with them. However, they do not provide staff with enough professional development. Staff have not been given opportunities for supervision to discuss any issues or receive coaching to help them carry out their role effectively. As a result, staff are not fully supported in their professional understanding and in understanding their day-to-day roles and responsibilities. What it's like to be a child at this setting Children's health and safety is not assured at the setting. Leaders do not ensure that staff have a secure understanding of child protection. Relevant checks have not been carried out to ensure that all staff are suitable. Not enough staff hold valid first-aid certificates to ensure that someone trained is present at all times in case of accidents. The premises are not always secure, suitable for use or clean. Leaders do not make sure that children have healthy meals or that staff follow good hygiene practices. These breaches of requirement significantly compromise children's welfare. Staff approach children in a considerate manner. When they do get time to engage with children, their interactions appear kind and caring. For example, when staff read stories to children, they sit beside them sharing books in a pleasant way. Children enjoy singing songs and rhymes and use props such as coloured scarves to dance and twirl. Older children engage in some activities, such as using their fine motor skills to manipulate play dough. Children demonstrate they are confident to approach the staff for comfort, and relationships are reciprocated. However, when children snatch toys from each other, staff do not explain to them why this is wrong. There is not a consistent approach to managing children's behaviour. Children's individual needs, including those with special educational needs and/or disabilities, are not met. The curriculum is not ambitious for children, as leaders and staff give minimal thought to what they want children to learn. Children become disengaged in the learning experiences on offer, such as circle time. Consideration is not given to the youngest children when setting up activities. For example, when sensory water play is out for all children, this is not accessible to younger children as this is too high for them to reach. Staff struggle to manage when there are children of mixed ages and stages in one room. As a result, children do not make progress in their development, and their learning and care needs are not adequately supported to ensure that they make the best possible start in life. Next steps The provider is not meeting the requirements of the Early years foundation stage 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 take all reasonable steps to ensure the security of the premises to prevent unauthorised persons from entering 05/03/2026 ensure the premises are fit for purpose and maintained in a suitable state of cleanliness, with hand basins in effective working order and hygienic facilities for storing and preparing food 05/03/2026 make sure that people looking after children have undergone robust recruitment checks to ensure their suitability to work with them 05/03/2026 ensure the designated safeguarding lead refreshes safeguarding training every 2 years 05/03/2026 train all staff to ensure they have suitable knowledge and understanding of safeguarding and make sure this training is renewed every 2 years 05/03/2026 ensure at least one person who has a current paediatric first-aid certificate is on the premises and available at all times when children are present 05/03/2026 ensure meals provided to children are healthy, balanced and nutritious and that children do not have access to unsuitable food 05/03/2026 ensure the nominated individual supports leaders and oversees the provision effectively so that children are 05/03/2026 Inspector: Action Completion Date kept safe, are well cared for and are provided with high- quality learning opportunities To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date: Action Completion Date implement a consistent approach to managing children's behaviour that helps children with their understanding of how to share with their peers 05/03/2026 put appropriate arrangements in place for staff supervision and provide opportunities for staff to discuss any issues, identify solutions and receive coaching 05/03/2026 plan a broad curriculum for all children that meets the individual needs, interests and development of each child 13/03/2026 support staff to recognise how to respond to each child's emerging needs and guide their development 13/03/2026 put arrangements in place to keep parents up to date with their child's progress and development. 13/02/2026 About this inspection 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. The inspector spoke with staff and children, and took account of parents' views 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. Dal Malhi 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 Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 06:30 - 20:00,Saturday : 06:30 - 20:00,Sunday : 06:30 - 20:00 Local authority: Birmingham Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 12 February 2026 Children numbers Age range of children at the time of inspection 1 to 5 Total number of places 105 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. 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