Hyderi Nursery

Islamic learning has a clear place in Hyderi Nursery's day: prayers, Surahs and lessons about kindness sit alongside play and preparation for school. For families seeking that combination, the educational identity is clear. This is childcare with an explicit faith curriculum, rather than faith expressed only through an occasional celebration.

Hyderi Nursery serves children aged two to five at 24 Estreham Road, London SW16 5PQ. At its September 2025 inspection, Ofsted rated the provision Good and judged safeguarding effective. Practical learning was a strength of the day observed then, although staff noise during group activities and inconsistent handwashing needed attention.

Two age-banded rooms give the provision its shape, while term-time opening includes later finishes on Wednesdays and Fridays. The distinction matters: the later afternoon sessions are paid hours outside the funded offer.

Rooms and Ages

Caterpillar Room, downstairs, serves two- to three-year-olds, with play directed towards communication, relationships and doing more for themselves. Upstairs, Butterfly Room takes children aged three to five, emphasising thinking skills, confidence and preparation for school. These are different stages of development, with the younger room concentrating on the social and practical foundations that children need before moving towards school.

Learning and Activities

The Early Years Foundation Stage (EYFS) provides the framework for learning through play across the areas of development. Alongside that shared framework, Hyderi's Dual Curriculum adds Islamic teaching: children learn about the Holy Prophet and his family, prayers, Surahs and Duas, as well as responsibility and considerate behaviour. Faith learning is an explicit addition to the early years programme.

Kindness and respect are also connected with British Values, including understanding difference and community life. For parents, this combination makes the nursery's priorities easy to recognise: religious knowledge, everyday conduct and the skills needed for the next stage of education all have a place.

In September 2025, mathematics appeared in practical play rather than only in organised number activities. Children used money in a pretend shop and explored weight while preparing slime. That gave numbers a purpose: buying something, comparing ingredients and discussing what weighed more.

Cars were also used to encourage children to explore unfamiliar textures, including water, sand and play dough. Starting from an existing interest gave a hesitant child a reason to try a different material. Conversation accompanied these experiences, with adults introducing descriptive vocabulary and asking questions that invited children to explain their ideas.

Physical activity in September 2025 included balancing on blocks, moving with scarves and sending cars through tubes. Spraying and mixing offered smaller movements for hands and fingers. The combination gave children opportunities to practise both whole-body movement and handling materials with control.

Relationships and Communication

Settling follows a two-week process, beginning with shorter periods and increasing gradually. That gives families a defined introduction rather than an expectation that a child immediately manages the usual day. Bilingual support is also part of the staff offer, although the settling process remains centred on each child's adjustment.

Blossom, the parent communication platform, connects families with their child's learning and development, alongside regular meetings about progress and next steps. An app and a conversation serve different purposes: the platform keeps parents involved between meetings, while discussion gives space to explore how a child is developing.

In September 2025, changes between rooms involved introductions to unfamiliar adults and routines before the move. Children also used timers and tidying songs to understand what happened next. Predictable cues made the sequence of the day easier to follow, rather than relying only on spoken instructions.

Inclusion and Wellbeing

An in-house SENCO works with families and the council's SEND team to organise support around individual needs. At the September 2025 inspection, Ofsted found that staff recognised SEND early, adjusted activities and worked with other professionals, helping children make steady progress. The useful detail is the mechanism: observation, communication with parents and changes to activities, rather than a general promise of inclusion.

In September 2025, an emotions basket helped children identify feelings, while stories prompted discussion about treating others kindly. Everyday responsibilities included putting away coats, tidying and serving food. These gave children manageable opportunities to make choices and attempt tasks for themselves.

Hot halal meals are cooked on the premises each day. They are included in private fees, with a separate meal charge for children attending during funded hours.

Sessions and Attendance

The nursery opens for 38 weeks each year, during term time. Opening hours are 9am to 3pm on Mondays, Tuesdays and Thursdays, and 9am to 6pm on Wednesdays and Fridays. Those later finishes offer additional scope for working parents on two days of the week, rather than an identical schedule every weekday.

Afternoon sessions run from 3pm to 6pm on Wednesdays and Fridays. These hours are additional paid attendance and are excluded from funding. Families should distinguish the opening window from the particular attendance arrangement they book.

The nursery address is 24 Estreham Road, London SW16 5PQ. Enquiries can be made by telephone or email.

Funding and Paid Extras

Hyderi accepts 2-year-old funding and 3 & 4-year-old funding, including 15 and 30 hours where eligible, within its term-time operation. It also accepts Tax-free childcare. Eligibility remains a condition of the funded entitlement; the later afternoon sessions sit outside it.

Private attendance is offered alongside funded childcare. Meals are included in private fees but charged separately during funded hours, so the same meal arrangement has a different charging position depending on attendance. Current prices come in the nursery's written quotation. For a family comparing funded and private attendance, the meal charge and any additional afternoon hours belong in the same budget calculation.

• Group listening and hygiene. In September 2025, noise and interruptions from staff sometimes disrupted group learning, and handwashing was not consistently reinforced. At a visit, ask how staff now keep group activities audible and make handwashing part of the routine.
• Different weekday finishes. Monday, Tuesday and Thursday opening ends at 3pm; Wednesday and Friday opening extends to 6pm. This pattern needs to fit the family's working week, with school-holiday care planned separately.
• Funded hours and extras. Meals cost extra during funded attendance, and the 3pm to 6pm afternoon sessions are outside funding. Ask what charges, if any, apply to non-food consumables.
• A gradual start within a faith curriculum. The two-week settling process accompanies a programme that includes Islamic prayers and teaching. Discuss how the shorter introductory sessions will work for your child and family.

Hyderi suits families who want Islamic learning alongside play-based early education, with separate toddler and preschool rooms and a gradual settling period. Its schedule can fit families using the earlier weekday opening windows and those needing additional Wednesday or Friday afternoon sessions. The later hours have a clear funding boundary.

The September 2025 picture combines purposeful practical activities and support tailored to children with two concrete weaknesses in everyday staff practice. The decision rests on the fit of the faith curriculum and term-time timetable, together with how group listening and hygiene are now handled.