Lindsay Park Nursery School

Lindsay Park Nursery School

Unique reference number (URN): 2756098 Address: Lindsay Park Baptist Church, The Mall, Harrow, HA3 9TG Type: Childcare on non-domestic premises Registered with Ofsted: 07/09/2023 Registers: EYR Registered person: Lindsay Park Nursery School Ltd

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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 are generally developing and learning well in readiness for their next stage of education. Those with special educational needs and/or disabilities also make positive progress from their individual starting points. Children gain the key skills and knowledge needed for future learning, including building confidence, social skills and increasing independence in self-care.

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Achievement Expected standard

Most children develop their communication and language skills appropriately and are able to express their needs clearly. Those who require additional support receive targeted strategies and guidance to help them continue to make steady progress.

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Achievement Expected standard

Although there are some inconsistencies in teaching practice, these do not significantly affect children's overall achievement and development.

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Behaviour, attitudes and establishing routines Expected standard

Staff are positive role models and have high expectations for children's behaviour. They help children to understand rules and boundaries in an age-appropriate way. Children learn how to take turns, share resources and cooperate with others. Staff provide guidance, when needed, and consistently praise positive behaviour, helping children to develop confidence and a sense of pride in their achievements. In role play, children play harmoniously together. They invite peers to join dressing up. They share props and help one another to put them on, demonstrating kindness and enjoyment of each other's company. Behaviour is generally good, and children show respect for others.

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Behaviour, attitudes and establishing routines Expected standard

Staff build secure relationships with children from the time they start. They provide sensitive support to children, who find separation from their parents and carers difficult, helping them to settle and feel safe. This strong focus on emotional wellbeing supports children to engage positively in routines and daily activities.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote the importance of good attendance and work closely with families to follow up on absences, ensuring children maintain regular attendance and remain fully engaged in the setting.

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Children's welfare and wellbeing Expected standard

Staff support children to develop robust hygiene habits, including regular handwashing, cleaning their noses and disposing of waste. Children learn to take care of their bodies and grow more independent in their personal care routines. Staff work closely with parents to encourage toilet training, and parents report that they appreciate and praise the support staff provide for their child. Secure and responsive relationships are established between key persons and children, and routines are adapted to meet each child's individual needs. This ensures that children with special educational needs and/or disabilities, as well as those facing barriers to learning or wellbeing, receive appropriate support.

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Needs attention

Leaders are aware that children in the local area have poor oral health and have worked with external agencies to raise awareness and promote good dental hygiene. Brushing teeth is now part of older children's daily routine, helping them develop the healthy habit of brushing after snack time. Procedures for safe eating are consistently followed, and staff supervise children appropriately while they eat. Overall, children are supported to understand how to stay healthy, keep safe and take care of themselves.

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Inclusion Expected standard

Leaders and staff are committed to ensuring that children with special educational needs and/or disabilities (SEND) receive the support they need. They know individual children and their families well and have a clear understanding of their unique needs, backgrounds and preferences. Emerging needs are identified, and appropriate interventions are implemented to support children's development and wellbeing. Additional funding is used purposefully so that children make continuous progress. For example, staff provide resources and activities that enhance sensory experiences, support emotional regulation and promote engagement in learning.

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Inclusion Expected standard

Leaders and staff work closely with other professionals to develop targeted support plans. Following the advice of these professionals, staff use strategies such as visual cues to support children's understanding of daily routines, helping them to feel secure and participate successfully. These support plans are regularly reviewed and shared with parents and carers to ensure consistency and continuity between home and the setting. Children with SEND receive personalised guidance throughout the day, enabling them to participate fully in routines, group activities and learning opportunities.

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Curriculum and teaching Needs attention

Recently appointed leaders have reviewed and adapted the curriculum, ensuring that children's interests are central to planning. Staff use assessments and observations to plan activities that children enjoy, and they rotate resources and activities regularly. This approach helps children stay engaged and focused in their play, supporting their readiness for school.

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Curriculum and teaching Needs attention

The curriculum requires further development to better incorporate communication and language throughout children's experiences and activities. There are some inconsistencies in the quality of teaching, and the staff team have not fully embedded the curriculum focus to ensure all children build on what they already know and can do. As a result, learning is not always planned in a clear sequence. For example, staff do not fully meet all children's language needs. The approach is generic for children who require additional support or for those who are ready to move on to the next steps. Furthermore, children's physical development is not prioritised, and opportunities for children to be active and practise their physical skills are limited. This restricts the development of children's emerging gross motor skills and early literacy skills.

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Leadership and governance Needs attention

New leaders recognise inconsistencies in the delivery of the intended curriculum and are aware of areas, where staff practice needs improvement. However, there are weaknesses in the consistency and quality of coaching and monitoring. For example, although leaders take ongoing action, staff do not always receive clear feedback on their teaching or guidance on how to implement the curriculum in a timely manner. This limits the ability to maintain high standards of education and care.

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Leadership and governance Needs attention

Children, including those with special educational needs and/or disabilities, benefit from leaders who are committed and dedicated to their roles. Staff and leaders have built strong, positive relationships with parents, carers and other professionals, creating a consistent and shared approach to children's care and learning. This collaboration helps children feel safe, secure and supported in their development.

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Leadership and governance Needs attention

Although staff report that leaders offer regular supervision meetings and day-to-day guidance, this support is not yet consistently effective in promoting their professional development. Leaders demonstrate care for their team and provide ongoing support. However, this is not embedded strongly enough to ensure all staff receive appropriate support in carrying out their roles. Partnerships with families are effective, with leaders involving parents in children's learning and routines. Detailed daily handovers and digital communication ensure families have the information and guidance they need to support their children.

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

Children arrive happy, confident and eager to join their peers. Staff provide a warm and welcoming environment, helping children to settle quickly and feel safe. They greet children positively and support them to follow familiar routines. Children independently store their belongings and prepare for breakfast, demonstrating growing independence. These well- established routines help children develop a strong sense of security and belonging, enabling them to feel ready to explore and take part in new experiences. An effective key-person system supports children's emotional wellbeing and helps them to form secure attachments with adults. Staff carry out regular observations and assessments to identify children's next steps and any potential barriers to learning. However, the delivery of the curriculum is not consistently focused on children's individual learning needs. Consequently, children are not always given sufficient support or challenge to help them

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

build securely on what they already know and can do. For example, although staff interact well with children, their conversations do not always expand on the children's existing knowledge or language abilities.

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

New leaders have introduced appropriate arrangements to support staff, including access to training and regular supervision meetings. These opportunities enable staff to discuss their practice, reflect on their work and consider ways to improve outcomes for children. As a result, the team feels motivated and is willing to develop their knowledge and skills. However, leaders have not consistently identified gaps in staff's skills and knowledge with enough clarity. Systems for coaching and professional development are not yet fully embedded in practice. Consequently, this affects how effectively children are supported to make progress in their learning and development.

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Next steps

To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date:

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Action Completion Date

provide targeted coaching and training for staff to improve the quality of teaching and ensure consistent implementation of the curriculum 02/05/2026

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Action Completion Date

strengthen the curriculum for physical development and communication and language to ensure staff sequence learning consistently and enable all children to make secure, ongoing progress 02/05/2026

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About this inspection

The inspector spoke with leaders, staff, children, parents and the special educational needs coordinator 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.

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Address:

Lindsay Park Baptist Church The Mall Harrow HA3 9TG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Lindsay Park Nursery School Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00

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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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