Hidaya Nursery

Hidaya Nursery

Unique reference number (URN): 2733761 Address: Association Of Multicultural Communities Uk, Mitalee Centre, Stanley Road, London, N15 3HB Type: Childcare on non-domestic premises Registered with Ofsted: 15/05/2023 Registers: EYR Registered person: Mitalee Day Care Limited

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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.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

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.

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Achievement Expected standard

Children make progress from their starting points across the areas of learning. They develop communication and language skills through opportunities to interact with adults and peers. For example, younger children copy sounds and join in with familiar words during singing activities. Children develop early literacy and mathematical understanding through practical experiences, including mark making and recognising shapes, which support the development of early skills.

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Achievement Expected standard

Children with special educational needs and/or disabilities and those in receipt of additional funding make progress due to targeted support and adapted approaches. They receive support through small-group work and visual prompts, helping them access learning and participate alongside their peers.

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Achievement Expected standard

However, inconsistencies in how well activities are matched to children's individual needs mean that some children do not consistently build on their existing skills and knowledge or sustain their engagement. As a result, opportunities to deepen their understanding and make more rapid progress are not always maximised.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have established a calm and positive environment where expectations for children's behaviour are clear and consistently understood. Children behave appropriately, show respect for others and cooperate during activities. Staff encourage children to share and take turns, helping them develop positive relationships with their peers.

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive attitudes to their learning. They engage in activities and respond well to adult support. Staff use clear strategies, including gentle reminders and consistent routines, which helps children understand expectations. Children are supported in managing their emotions through age-appropriate approaches. For example, staff provide reassurance and guidance to help children begin to regulate their behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Practitioners consider children's age, stage of development and individual needs when helping them meet expectations. However, this is not always applied consistently, and some children sometimes rely on adult support rather than sustaining positive behaviours independently.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote regular attendance and help families establish consistent routines. As a result, most children have good attendance and are ready to engage in their learning.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are promoted through secure routines and attentive care. Staff supervise children during mealtimes and ensure that they sit safely while eating, creating a calm environment. Hygiene routines are established. Children wash their hands before meals and begin to understand the importance of personal care. These routines support children's independence.

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Children's welfare and wellbeing Expected standard

Children develop an understanding of healthy lifestyles and safety. Staff talk to children about road safety and help them understand how to keep themselves safe. Children receive support to take appropriate risks during their play with adult guidance.

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Children's welfare and wellbeing Expected standard

Children form secure attachments with their key persons, who respond to their needs. This helps children feel safe and develop a sense of belonging. As a result, children, including those with special educational needs and/or disabilities and those who face barriers to learning, are supported to manage their emotions and engage in the environment.

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Curriculum and teaching Expected standard

Leaders have designed a broad and balanced curriculum that supports children's development across all areas of learning. They place a clear emphasis on children's communication and language, alongside prioritising children's personal, social and emotional development and physical development. For example, through singing sessions, repetition of key words and modelling language, children develop their vocabulary and confidence. Children are also supported in developing early literacy and mathematical understanding through activities such as mark making, recognising shapes, counting and exploring patterns during creative experiences, including making Eid cards.

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Curriculum and teaching Expected standard

Staff use observations and assessments, including an online app, to identify what children know and can do and to plan next steps. Teaching reflects children's interests, including imaginative play, reading and creative activities linked to cultural celebrations, which supports engagement.

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Curriculum and teaching Expected standard

However, this is not yet implemented consistently. At times, large-group sessions are too long, reducing children's concentration, particularly for younger children and those with special educational needs and/or disabilities. Activities are not always well matched to children's developmental stages. As a result, children do not consistently have sufficient opportunities to explore, sustain their learning and deepen their understanding.

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Inclusion Expected standard

Leaders have established an inclusive culture where children's individual needs are identified and supported effectively. Staff gather detailed information from parents on entry and during settling-in processes. This helps them understand children's starting points, family contexts and any potential barriers to their learning.

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Inclusion Expected standard

Leaders work closely with external professionals, including the local authority and special educational needs coordinators, to secure appropriate support. This includes supporting families with education, health and care plans and accessing early years pupil premium funding where applicable. Funding is used purposefully, such as to provide sensory resources and targeted interventions. Leaders monitor children's progress carefully and review support regularly to assess its impact. This ensures that strategies are adapted in a timely manner to meet children's changing needs. Staff receive relevant training, including on the graduated approach, which strengthens their ability to identify needs and implement appropriate support. They adapt their practices using strategies such as Makaton, visual timetables and small-group support. As a result, children with special educational needs and/or disabilities, those eligible for additional funding and

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Inclusion Expected standard

those who face disadvantages are included, participate fully and make secure progress alongside their peers.

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Leadership and governance Expected standard

Leaders demonstrate an understanding of the setting's strengths and areas for development. They reflect on practice and identify appropriate priorities for improvement. For example, leaders have identified delays in children's communication and language following the COVID-19 pandemic and introduced strategies such as small-group sessions, 'wow' bucket activities and visual timetables.

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Leadership and governance Expected standard

Leaders prioritise staff development. Staff have accessed training in communication and language, bilingualism, Makaton, nurturing approaches and supporting learning at home. They have also undertaken training in healthy eating. This supports staff's confidence in their ability to ensure that children are learning to make healthy choices. Staff apply this training in practice. For example, they use Makaton to support children with special educational needs and/or disabilities and those with emerging language needs. This helps children communicate and participate.

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Leadership and governance Expected standard

Leaders work in partnership with parents, carers and external agencies, including special educational needs and/or disabilities coordinators, to secure appropriate support. They share information with parents about children's learning and development, including strategies to support their communication and language at home. This helps ensure that children who may face disadvantages or barriers to learning receive consistent support across the setting and home. Staff say they feel supported and valued, contributing to a positive working environment.

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

Children experience a calm, welcoming and inclusive environment where they feel safe, valued and respected. They form secure relationships with attentive staff, who know them well and respond sensitively to their needs. As a result, children confidently explore their surroundings and engage in learning.

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About this setting

Children engage positively in a range of activities that support their development. For example, during singing sessions, children join in with the actions, copy sounds and repeat familiar words. This supports the development of their early communication and language skills. Children are beginning to express themselves and interact with others. They develop independence through established daily routines. They tidy away resources, manage aspects of their personal care and wash their hands before meals. These consistent expectations help children understand routines and take increasing responsibility.

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About this setting

Children develop a sense of belonging. Staff value children's home experiences and backgrounds. For example, they gather information through the use of 'All About Me' documentation and plan activities linked to cultural celebrations, such as Eid. This helps children feel included. Children, including those with special educational needs and/or disabilities and those who may face barriers to their learning, are supported in accessing the curriculum through adapted approaches. As a result, children develop confidence, cooperate with others and make progress based on their starting points.

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Next steps

Leaders should review the organisation of large-group times to ensure that sessions are appropriate in length and support children's engagement, particularly for younger children. Leaders should ensure that activities are consistently matched to children's developmental stages and starting points so all children are appropriately supported. Leaders should strengthen the balance between adult-led and child-initiated learning, providing more opportunities for children to lead their own play and exploration.

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About this inspection

The inspector spoke with leaders, staff, parents, carers and children during the inspection.

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About this 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. Unique reference number (URN): 2733761

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Address:

Association Of Multicultural Communities Uk Mitalee Centre, Stanley Road London N15 3HB

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Mitalee Day Care Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 17:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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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.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

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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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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