← Ofsted Nursery Tracker

Happy Tots Learning Daycare

URN 2859751 · Inspected 2026-05-06 · Published 2026-06-19 · Inspector: Katie Rudge

Safeguarding met Childcare on Non-Domestic Premises, Full day care source PDF ↗ provider page on ofsted.gov.uk ↗

Grades by area

Achievement

Needs attention
Inconsistencies in the quality of teaching affect the achievement of some children. Staff do not make adaptations to ensure that all children achieve well enough from their starting points. Most children gain appropriate skills across the different areas of learning. Children with additional needs and barriers to their learning can communicate in a way that they are understood by others. Some children can speak in full sentences. Children confidently approach new people and use their imagination. Children are creative and enjoy exploring different textures and media such as paints, water and sensory play. Children learn some vital skills that are preparing them for their next stage in learning, such as school. For example, children learn about healthy choices and how to keep themselves safe. They are learning to manage their own personal care needs, such as wiping their noses and washing their hands. Children demonstrate appropriate physical skills, and young children meet their milestones, such as crawling, walking and manoeuvring on stairs.

Behaviour, attitudes and establishing routines

Needs attention
Some staff do not take into consideration the ages and stages of children. They do not teach children the skills they need to develop positive attitudes to learning. Some children are not interested in activities, as they are either too easy or they are unable to fully access them. For example, staff set up a water activity, but they do not recognise that only some children can reach the water. Those children that cannot participate lose interest and wander off quickly. The lack of thoughtful planning affects how well children engage in learning. This reduces how successfully some children sustain concentration, motivation and involvement in learning experiences. Leaders have high expectations for children's behaviour and attitudes to learning. This ethos is not shared consistently across the staff team, and it is yet to be fully embedded into staff practice. Children generally behave well, and staff respond appropriately when children struggle to regulate their emotions. Staff support children to share resources and take turns to help them get along with others. Children typically build warm, trusting relationships with staff. Weaknesses in the key-person system for some children mean this is not effective for all children. Leaders recognise the importance of attendance and offer flexible hours so that children can make the most of their early years entitlements. This builds positive attendance habits ready for school.

Children's welfare and wellbeing

Needs attention
The key-person system is variable and inconsistent. Some children have a key person who knows them well, while other children do not have one at all. Some parents are unsure of who their child's key person is. The weaknesses in the key-person system reflect in the quality of planning, teaching and experiences children receive. In addition, this affects how well some children's needs are met. For example, some children are sent home repeatedly in wet clothes after playing with water. This does not promote their wellbeing and leaves them uncomfortable. This is not conducive for their learning. Staff meet children's toileting needs with dignity and respect. For example, staff ensure that they close blinds and position themselves for privacy during nappy changing. Staff respond to children's emotional care needs with warmth. Younger babies settle in the arms of staff. Staff recognise when children are tired and hungry, and they respond appropriately. They closely supervise when children are eating, and they follow hygienic routines when serving food, such as wearing gloves and aprons. Children are safe, and the environment is clean. The premises are secure, and leaders take action to prevent unauthorised access to the buildings.

Curriculum and teaching

Needs attention
The quality of teaching is variable across the staff team. The curriculum is not broad and lacks ambition. Planning follows themes rather than specifically looking at each child's needs. Assessment does not pinpoint children's progress accurately enough. There is little differentiation between age groups and abilities of children. Children lack meaningful interactions with some staff, and play is not always purposeful. Staff's questioning style is repetitive and does not give children the time they need to think and respond. As a result, some children do not develop confident communication skills. Leaders have a clear and accurate understanding of the setting's strengths and weaknesses. They have only recently taken action to design and improve the curriculum and teaching across the nursery. The changes they want to make are still in their very early stages, and the impact has not been brought about quickly enough. Leaders need to be confident to ensure that their vision is implemented successfully into staff practice. They have plans to seek support from the local authority to implement their ambitious vision and expectations for the nursery. Some staff incorporate mathematical concepts such as size, counting, capacity and shape. Every child enjoys daily outdoor play and fresh air. There are opportunities to develop their physical skills in the garden area. Staff encourage children to try new tasks for themselves and promote children's independence. This builds children's confidence and resilience.

Inclusion

Needs attention
Weaknesses in the planning and implementation of the curriculum affect how well children with special educational needs and/or disabilities or other barriers to their learning achieve from their various starting points. Staff identify children with additional needs and barriers to their learning. They speak to external professionals and typically implement these targets. There are times when children with barriers to their learning struggle to manage their emotions. This is because staff do not always consider the impact or ensure that provision is equal and accessible for them. For example, children are served different meals, and children with additional needs struggle to understand why they cannot eat the same food as their peers sitting next to them. This results in emotional overwhelm and affects their wellbeing and their feelings of being included. Some staff appropriately manage these situations with calmness and a graduated approach. They know how to speak slowly and clearly. They offer distractions and lots of encouragement. They share information with parents and offer support with referrals to other professionals. Leaders consider the use of funding to support the needs of the children. They have plans to help reduce barriers children face in their learning. These are still to be embedded into staff practice.

Leadership and governance

Needs attention
The nursery has recently opened and is in a period of transition and change. There are weaknesses in current practices that leaders recognise need to be addressed. Action so far has lacked precision and not led to improvement quickly enough. Leaders have sought advice and support from the local authority and are responsive to feedback. However, further areas for development, particularly around the curriculum, are still being embedded into practice. Leaders are keen to strengthen relationships between the staff team so that there is a feeling of mutual respect. They recognise this will support the changes and improvements needed. Leaders prioritise staff wellbeing and have recently established a dedicated area for staff to rest and relax. They support staff with flexible arrangements so that they have a positive work–life balance. Leaders have plans to monitor staff practice more closely so that it is more effective at targeting where improvements are needed. Staff training needs to be fully effective at improving their understanding of their roles and responsibilities. Leaders engage positively with parents, carers and other professionals. Parents are generally happy with the care their children receive.

What it's like to be a child at this setting

The nursery has recently opened and is in a period of transition and change. Weaknesses in staff practice have an impact on the overall quality of the education and experiences children receive. As the nursery is newly opened, it means leaders are in the early stages of embedding their expectations. Leaders are realistic and aware of the areas that need development. However, the changes needed have not been brought about quickly enough. The curriculum is broad and not ambitious for all children. Staff do not plan precisely for the individual needs of the children. Teaching is variable across the team. Some staff do not receive the targeted training they require to help them implement a highly ambitious curriculum. As a result, the progress and achievement children make is affected. Leaders are passionate about giving children the best start in life and have ambitious plans to support the families they serve. They are striving to bring positive and sustained improvements to the nursery. Children clearly feel safe within the nursery. They are happy and settled. Disadvantaged children and those with barriers to their learning are identified by leaders, and they get support from external professionals quickly. Leaders prioritise the good health of children. They enjoy daily fresh air and outdoor play. Leaders have plans to develop their outdoor provision even further. Children eat healthy and balanced meals and snacks. Staff offer parental workshops about meal choices and sugar content in snacks. Packed lunch comments are sent home to help educate parents about what they can provide. Staff use relevant guidance to support menu plans, and children have access to fresh drinking water throughout the day. This has a positive impact on children's diets, wellbeing and future habits.

Next steps

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 support staff to implement an ambitious and varied curriculum that prepares children with the skills they need for their next stage in education 28/08/2026 provide staff with targeted training and support that focuses on where they need to improve their practice 28/08/2026 implement an effective key-person system so that children spend time with their allocated person who knows them well 28/08/2026 focus planning more specifically to each individual child's needs and what they need to learn next 28/08/2026 strengthen methods of communication with parents so that consistent messages and vital information are shared regularly 28/08/2026

About this inspection

The inspector spoke with leaders, staff, parents and children 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.

About this setting

URN
2859751
Address
32 Richmond Road Stechford BIRMINGHAM West Midlands B33 8SH
Type
Childcare on Non-Domestic Premises, Full day care
Registration date
07/01/2026
Registered person
Happy Tots Learning Limited
Register(s)
EYR, CCR
Operating hours
Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority
Birmingham

Facts and figures

Age range at inspection
0 to 5
Total places
52

Data from 6 May 2026

Raw extracted PDF text 
Happy Tots Learning Daycare
Unique reference number (URN): 2859751
Address: 32 Richmond Road, Stechford, BIRMINGHAM, West Midlands, B33 8SH
Type: Childcare on non-domestic premises
Registered with Ofsted: 07/01/2026
Registers: EYR, CCR
Registered person: Happy Tots Learning Limited
Inspection report: 6 May 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.

Needs attention
Achievement Needs attention
Inconsistencies in the quality of teaching affect the achievement of some children. Staff do
not make adaptations to ensure that all children achieve well enough from their starting
points. Most children gain appropriate skills across the different areas of learning. Children
with additional needs and barriers to their learning can communicate in a way that they are
understood by others. Some children can speak in full sentences. Children confidently
approach new people and use their imagination. Children are creative and enjoy exploring
different textures and media such as paints, water and sensory play.
Children learn some vital skills that are preparing them for their next stage in learning, such
as school. For example, children learn about healthy choices and how to keep themselves
safe. They are learning to manage their own personal care needs, such as wiping their
noses and washing their hands. Children demonstrate appropriate physical skills, and young
children meet their milestones, such as crawling, walking and manoeuvring on stairs.
Behaviour, attitudes and establishing routines Needs attention
Some staff do not take into consideration the ages and stages of children. They do not teach
children the skills they need to develop positive attitudes to learning. Some children are not
interested in activities, as they are either too easy or they are unable to fully access them.
For example, staff set up a water activity, but they do not recognise that only some children
can reach the water. Those children that cannot participate lose interest and wander off
quickly. The lack of thoughtful planning affects how well children engage in learning. This
reduces how successfully some children sustain concentration, motivation and involvement
in learning experiences.
Leaders have high expectations for children's behaviour and attitudes to learning. This ethos
is not shared consistently across the staff team, and it is yet to be fully embedded into staff
practice. Children generally behave well, and staff respond appropriately when children
struggle to regulate their emotions. Staff support children to share resources and take turns
to help them get along with others. Children typically build warm, trusting relationships with
staff. Weaknesses in the key-person system for some children mean this is not effective for
all children. Leaders recognise the importance of attendance and offer flexible hours so that
children can make the most of their early years entitlements. This builds positive attendance
habits ready for school.
Children's welfare and wellbeing Needs attention
The key-person system is variable and inconsistent. Some children have a key person who
knows them well, while other children do not have one at all. Some parents are unsure of
who their child's key person is. The weaknesses in the key-person system reflect in the
quality of planning, teaching and experiences children receive. In addition, this affects how
well some children's needs are met. For example, some children are sent home repeatedly

in wet clothes after playing with water. This does not promote their wellbeing and leaves
them uncomfortable. This is not conducive for their learning.
Staff meet children's toileting needs with dignity and respect. For example, staff ensure that
they close blinds and position themselves for privacy during nappy changing. Staff respond
to children's emotional care needs with warmth. Younger babies settle in the arms of staff.
Staff recognise when children are tired and hungry, and they respond appropriately. They
closely supervise when children are eating, and they follow hygienic routines when serving
food, such as wearing gloves and aprons. Children are safe, and the environment is clean.
The premises are secure, and leaders take action to prevent unauthorised access to the
buildings.
Curriculum and teaching Needs attention
The quality of teaching is variable across the staff team. The curriculum is not broad and
lacks ambition. Planning follows themes rather than specifically looking at each child's
needs. Assessment does not pinpoint children's progress accurately enough. There is little
differentiation between age groups and abilities of children. Children lack meaningful
interactions with some staff, and play is not always purposeful. Staff's questioning style is
repetitive and does not give children the time they need to think and respond. As a result,
some children do not develop confident communication skills.
Leaders have a clear and accurate understanding of the setting's strengths and
weaknesses. They have only recently taken action to design and improve the curriculum
and teaching across the nursery. The changes they want to make are still in their very early
stages, and the impact has not been brought about quickly enough. Leaders need to be
confident to ensure that their vision is implemented successfully into staff practice. They
have plans to seek support from the local authority to implement their ambitious vision and
expectations for the nursery.
Some staff incorporate mathematical concepts such as size, counting, capacity and shape.
Every child enjoys daily outdoor play and fresh air. There are opportunities to develop their
physical skills in the garden area. Staff encourage children to try new tasks for themselves
and promote children's independence. This builds children's confidence and resilience.
Inclusion Needs attention
Weaknesses in the planning and implementation of the curriculum affect how well children
with special educational needs and/or disabilities or other barriers to their learning achieve
from their various starting points. Staff identify children with additional needs and barriers to
their learning. They speak to external professionals and typically implement these targets.
There are times when children with barriers to their learning struggle to manage their
emotions. This is because staff do not always consider the impact or ensure that provision is
equal and accessible for them. For example, children are served different meals, and
children with additional needs struggle to understand why they cannot eat the same food as
their peers sitting next to them. This results in emotional overwhelm and affects their
wellbeing and their feelings of being included.

Some staff appropriately manage these situations with calmness and a graduated approach.
They know how to speak slowly and clearly. They offer distractions and lots of
encouragement. They share information with parents and offer support with referrals to other
professionals. Leaders consider the use of funding to support the needs of the children.
They have plans to help reduce barriers children face in their learning. These are still to be
embedded into staff practice.
Leadership and governance Needs attention
The nursery has recently opened and is in a period of transition and change. There are
weaknesses in current practices that leaders recognise need to be addressed. Action so far
has lacked precision and not led to improvement quickly enough. Leaders have sought
advice and support from the local authority and are responsive to feedback. However,
further areas for development, particularly around the curriculum, are still being embedded
into practice.
Leaders are keen to strengthen relationships between the staff team so that there is a
feeling of mutual respect. They recognise this will support the changes and improvements
needed. Leaders prioritise staff wellbeing and have recently established a dedicated area for
staff to rest and relax. They support staff with flexible arrangements so that they have a
positive work–life balance. Leaders have plans to monitor staff practice more closely so that
it is more effective at targeting where improvements are needed. Staff training needs to be
fully effective at improving their understanding of their roles and responsibilities. Leaders
engage positively with parents, carers and other professionals. Parents are generally happy
with the care their children receive.
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
The nursery has recently opened and is in a period of transition and change. Weaknesses in
staff practice have an impact on the overall quality of the education and experiences
children receive. As the nursery is newly opened, it means leaders are in the early stages of
embedding their expectations. Leaders are realistic and aware of the areas that need
development. However, the changes needed have not been brought about quickly enough.
The curriculum is broad and not ambitious for all children. Staff do not plan precisely for the
individual needs of the children. Teaching is variable across the team. Some staff do not
receive the targeted training they require to help them implement a highly ambitious
curriculum. As a result, the progress and achievement children make is affected.
Leaders are passionate about giving children the best start in life and have ambitious plans
to support the families they serve. They are striving to bring positive and sustained
improvements to the nursery. Children clearly feel safe within the nursery. They are happy
and settled. Disadvantaged children and those with barriers to their learning are identified by
leaders, and they get support from external professionals quickly. Leaders prioritise the
good health of children. They enjoy daily fresh air and outdoor play. Leaders have plans to
develop their outdoor provision even further. Children eat healthy and balanced meals and
snacks. Staff offer parental workshops about meal choices and sugar content in snacks.
Packed lunch comments are sent home to help educate parents about what they can
provide. Staff use relevant guidance to support menu plans, and children have access to
fresh drinking water throughout the day. This has a positive impact on children's diets,
wellbeing and future habits.
Next steps
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
support staff to implement an ambitious and varied
curriculum that prepares children with the skills they
need for their next stage in education
28/08/2026
provide staff with targeted training and support that
focuses on where they need to improve their practice
28/08/2026
implement an effective key-person system so that
children spend time with their allocated person who
knows them well
28/08/2026
focus planning more specifically to each individual
child's needs and what they need to learn next
28/08/2026

Inspector:
Katie Rudge
About this setting
Unique reference number (URN): 2859751
Address:
32 Richmond Road
Stechford
BIRMINGHAM
West Midlands
B33 8SH
Type: Childcare on non-domestic premises
Registration date: 07/01/2026
Registered person: Happy Tots Learning Limited
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Action Completion Date
strengthen methods of communication with parents so
that consistent messages and vital information are
shared regularly
28/08/2026
About this inspection
The inspector spoke with leaders, staff, parents and children 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.

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 6 May 2026
Children numbers
Age range of children at the time of inspection
0 to 5
Total number of places
52
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.

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