Morning Star Nursery Tottenham High Road

Morning Star Nursery Tottenham High Road

Unique reference number (URN): 2847462 Address: 581 High Road, London, N17 6SB Type: Childcare on non-domestic premises Registered with Ofsted: 29/05/2025 Registers: EYR, CCR, VCR Registered person: Morning Star Nursery 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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Behaviour, attitudes and establishing routines Strong standard

Children behave very well. They form secure relationships with staff and positive relationships with their peers. Children demonstrate kindness towards one another. For example, when they notice that other children need an apron for water play, they independently collect an apron and help them to put it on so that they can play together. Children confidently share resources, take turns and play cooperatively together.

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Behaviour, attitudes and establishing routines Strong standard

Staff have high expectations for children's behaviour and provide clear and consistent guidance. They know children who need additional support with their behaviour particularly well. Staff respond calmly, offer reassurance and give children space or redirect their attention when needed. They share these approaches with parents, providing children with consistent support between home and the nursery.

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Behaviour, attitudes and establishing routines Strong standard

Children understand the nursery's very well-considered routines and confidently take part in them. Staff adapt their support when children need additional reassurance or time to settle into the daily routines. This helps children to feel secure and safe.

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Behaviour, attitudes and establishing routines Strong standard

Leaders closely monitor children's attendance and follow up when children do not attend. They work sensitively with families and take account of individual circumstances that may affect attendance while maintaining regular communication with parents.

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Achievement Expected standard

Children generally make progress from their individual starting points and develop knowledge and skills across different areas of learning. Younger children make progress in their physical development, including moving from crawling to walking. Children develop their independence by serving and feeding themselves and making choices about their play and tidying up. Children develop early mathematical skills. For example, children make a connection between the two wheels on a bicycle and the number two. Children also develop social skills as they initiate play with their friends, take turns and share resources. Children typically make progress in their communication. This includes children who speak English as an additional language and children who need additional support, who progress from finding it difficult to express themselves to using words and short phrases. Parents also recognise the improvements in children's spoken English. Overall, children develop skills across

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Achievement Expected standard

different areas that help prepare them for their next stage of learning.

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Children's welfare and wellbeing Expected standard

Staff know children well and build warm, caring relationships with them. They work closely with parents to understand children's backgrounds, routines and individual needs, such as their dietary requirements. They respond calmly when children need reassurance and change their approach to meet children's individual needs. For example, staff provide flexibility by giving an extended settling-in period and use their interests, such as books, to help them feel secure. When children feel upset while learning to share, their key persons support them by giving them space and praise or redirecting their attention. This helps to regulate their emotions so that they can get back to the activities. Staff share these approaches with parents so that children receive consistent support at home and at the setting.

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Children's welfare and wellbeing Expected standard

Staff help children to develop healthy habits and become increasingly independent. Children spend time outdoors staying active, and staff remind them of the importance of staying hydrated and eating healthily. For example, staff tell children that 'food will make you big and strong'. Children are encouraged to serve and feed themselves, select their own activities and support during tidy-up times, supporting their independence. Children also learn about looking after their teeth and healthy eating in activities and workshops through the local authority programmes.

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Children's welfare and wellbeing Expected standard

Staff understand children's individual care needs, including allergies which are listed in all rooms and safer-sleep practices to ensure children are kept safe during nap times. Staff carefully watch children as they eat to make sure they are safe.

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Curriculum and teaching Expected standard

Leaders plan a curriculum that considers children's interests and needs. Staff know their key children well and generally use this knowledge to provide activities and experiences that support their learning and development. They support children's communication, physical, personal and social development. For example, staff use songs, actions and props with babies during circle time, and introduce numbers and movement too.

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Curriculum and teaching Expected standard

Staff introduce early mathematical language through everyday experiences, for example, counting with children and talking about the round shape of a biscuit during snack time. Staff generally adapt their teaching to children's different ages, needs and stages of development. Older children recall previous learning, for example, about floating and sinking, and confidently identify whether each object is floating or sinking. At times, staff ask questions that only expect single-word answers rather than encourage children to think and use full sentences, to build on what they already know.

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Inclusion Expected standard

Leaders create an inclusive environment where staff get to know children and their families well. They gather information about children's interests, backgrounds and individual needs when they start and continue to review this as children develop. Staff identify when children need additional help and put appropriate support in place, including referrals where needed. Leaders review children's individual support plans to consider their progress and what help they need next. Staff support children in the setting using different strategies while they wait for referrals. For example, staff use short words and phrases to support children with communication. Leaders also work closely with families and seek advice from other professionals, such as the local authority when children need additional support. Leaders use additional funding according to children's individual needs. For example, leaders arrange Makaton communication training and invest in a bubble machine, using

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Inclusion Expected standard

children's interest in bubbles to encourage them to use words. These approaches generally help children who face barriers to make progress from their individual starting points. For example, children who previously found it difficult to express themselves begin to use single words and short combinations of words to communicate.

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Leadership and governance Expected standard

Leaders have a clear understanding of the setting and identify areas where they can continue to improve. Leaders understand safer recruitment practices and ensure that children are cared for by a suitable staff team. Leaders effectively use regular supervision meetings to discuss staff's practice, the support they need and areas for further development. Leaders consider relevant training to strengthen staff knowledge and skills. Newer staff receive an induction and report that they feel well supported in their roles.

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Leadership and governance Expected standard

Leaders work effectively with other professionals, including the local authority early years team, and are open to receiving advice and support from them to improve their practice. They build positive relationships with families and share information about children's experiences and progress in a number of different ways, such as daily feedback, the digital app, newsletters and parents' meetings, which parents speak positively about and appreciate. The parent committee provides further opportunities for parents to contribute to the setting and share their ideas. Leaders use this feedback to help inform future decisions.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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

Children are happy and settled at this welcoming setting. They form warm relationships with staff, who know them well and respond to their individual needs. Children confidently explore a range of activities and experiences that reflect their interests. For example, after children show an interest in playing with sponges, staff provide them with a 'car wash station' using soap, water and sponges. Children enthusiastically take part, talk with staff and play alongside their friends.

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

Children develop positive relationships with each other. They learn to share, take turns and help their friends. For example, children notice when others need help, such as collecting an apron for a friend during water play and helping them to put it on. Staff recognise when children need reassurance and adapt their support to help them feel secure. Children who need longer to settle receive the time and support they need, helping them grow in confidence and develop a strong sense of belonging.

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

Children and families are valued as part of the nursery community. Staff build close relationships with families and keep them informed about their children's experiences and progress. Children develop independence through everyday routines, such as feeding themselves and selecting activities. Children also enjoy experiences beyond the nursery, including trips to the theatre, the Science Museum and Southend. These experiences help children to learn about the wider world.

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Next steps

Leaders should strengthen support for staff to develop strategies that encourage older

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Morning Star Nursery Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection. children to further develop their thinking, understanding and communication skills.

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About this inspection

The inspector spoke with the leaders, practitioners, the special educational needs coordinator, parents 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. This data is from 21 August 2026

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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. 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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