Dar Ul Madinah Sheffield

Islamic faith shapes the learning at Dar Ul Madinah Sheffield: in March 2026, children recited Arabic prayers in rhyme and sang the months of the Islamic calendar together. Everyday independence mattered too, with older children finding their names, hanging up coats and signing themselves in.

At its 10 March 2026 inspection, Ofsted awarded Strong standard for inclusion and for behaviour, attitudes and establishing routines, Expected standard for achievement, welfare and wellbeing, curriculum and teaching, and leadership and governance, and confirmed that safeguarding standards were met. The nursery has capacity for 30 children; those attending in March 2026 were aged 2 to 4.

The early years foundation stage is the framework for children's learning, development and care: here, its everyday expression in March 2026 included learning through stories, conversation, physical play and practical exploration. Staff introduced counting and mathematical vocabulary while younger children explored soil with utensils. A supermarket outing extended older children's mathematical learning beyond the nursery.

In March 2026, outings also included a farm, an allotment and an interactive museum exploring the emergency services. Some children experienced public transport for the first time. Children also explored everyday situations through themed role-play areas.

Physical play had concrete resources: a climbing dome, tyres for balancing, wheeled toys and a see-saw. Children also practised using scissors. Books travelled home, while rhymes and group discussion gave children opportunities to use language; children learning English heard their home language alongside it.

At the March 2026 inspection, Ofsted found effective, individually tailored SEND support, but identified weaker teaching and care for younger children and inconsistent reinforcement of healthy-lifestyle messages. That distinction matters for families considering the nursery for a younger child.

In March 2026, support included individual and small-group work, picture aids, developmental tracking adapted to children's needs, and support plans reviewed with parents. Staff helped families access other services and supplied learning resources for home. Shorter group gatherings and visual reminders made routines more manageable for children developing their listening and concentration.

Settling drew on information gathered about each child. In March 2026, quiet spaces and resources helped children work through strong emotions, while sand timers and routine pictures prepared them for changes of activity. A coffee morning introduced parents to dental hygiene, with contributions from a dentist and outreach workers; children also practised toothbrushing.

The March 2026 development priorities also included more direct involvement from the nursery leader, closer oversight of improvement plans and greater consistency in teaching. Younger children's care equipment needed to better match their developmental stage, and mealtimes needed stronger reinforcement of healthy eating.

The address is 69 Norwood Road, Sheffield, S5 7BP. In March 2026, opening hours were 8.45am to 3.15pm, Monday to Friday.

In March 2026, some parents provided packed lunches, and children ate healthy snacks. Staff shared ideas with families about supporting development and preparing for school, connecting nursery learning with home life.

• Younger children's experience. March 2026 priorities covered curriculum sequencing, staff interactions and care equipment. At a visit, ask how those changes now shape a younger child's day.
• Healthy eating. In March 2026, messages to families about packed lunches were applied inconsistently. Discuss how lunch expectations and healthy-lifestyle learning now work together.
• Attendance arrangements. The March 2026 opening window ran from 8.45am to 3.15pm on weekdays. Ask which booking pattern would fit your family's routine.

Dar Ul Madinah Sheffield suits families seeking early-years learning with an Islamic faith context. The March 2026 picture combines practical exploration, social routines and tailored inclusion support. Families choosing for younger children should give the teaching and care priorities substantial weight: these are central to the daily experience, alongside the strengths in inclusion and behaviour.