Hidaya Nursery

Hidaya Nursery's clearest strength is an inclusive approach built around communication. Ofsted's report published on 12 March 2026 placed achievement, behaviour and routines, welfare, curriculum, inclusion, and leadership at the expected standard, while safeguarding standards were met.

At the inspection, children were aged two to four. They encountered singing, mark making, shape recognition and cultural activities, with targeted strategies helping children who needed extra support to join in.

The Early Years Foundation Stage shapes the educational programme, meaning that communication, physical development, relationships, literacy and early mathematics are developed through play, routines and planned activities. In March 2026, communication and language had a prominent place: younger children copied sounds and familiar words in songs, while mark making, counting and shape work built early literacy and mathematical understanding.

Cultural experiences were woven into learning rather than treated as decoration. Children made Eid cards while exploring patterns, and All About Me documentation connected activities to their backgrounds and home experiences. Imaginative play, reading and creative work also informed planning.

There was an important limitation. Some adult-led group times ran too long, especially for younger children and children with SEND, and activities were not always matched closely enough to children's developmental stages. The report asked leaders to create more room for child-initiated play and exploration.

Key-person relationships gave children a secure base. Staff gathered detailed information from families during settling, used an online app to share learning and planned next steps from observations. Calm routines, reminders and reassurance helped children cooperate, take turns and begin to manage emotions.

Inclusion was practical and specific. Makaton, visual timetables, sensory resources and small-group work helped children with SEND or emerging language needs communicate and participate. Leaders also worked with the local authority and special educational needs coordinators, including around education, health and care plans and additional funding support.

Mealtimes were supervised, children sat safely to eat and handwashing supported growing independence. Staff also discussed road safety and guided children in taking appropriate risks during play.

The setting is at the Mitalee Centre, Association of Multicultural Communities UK, Stanley Road, London N15 3HB.

• Group-time balance. The March 2026 report found that some large-group sessions were too long and reduced concentration. Ask how leaders have changed their length and increased child-led exploration.
• Individual planning. Activities were not consistently matched to every child's stage and starting point. A visit can show how current planning adjusts challenge for an individual child.

Hidaya Nursery had a solid inspection picture in March 2026, with all evaluated areas at the expected standard and safeguarding standards met. Its stronger details are the communication tools behind that judgement: Makaton, visual timetables, small-group support and learning that reflects children's cultural backgrounds.

The trade-off is equally clear. Leaders needed to sharpen activity planning, shorten some group sessions and make more space for children to direct their own play. This setting is best suited to families who value inclusive communication and culturally responsive practice, provided they are satisfied with the nursery's progress on those next steps.