Hidaya Nursery

Inclusion: Expected standard

Leaders have established an inclusive culture where children's individual needs are identified and supported effectively. Staff gather detailed information from parents on entry and during settling-in processes. This helps them understand children's starting points, family contexts and any potential barriers to their learning.

Leaders work closely with external professionals, including the local authority and special educational needs coordinators, to secure appropriate support. This includes supporting families with education, health and care plans and accessing early years pupil premium funding where applicable. Funding is used purposefully, such as to provide sensory resources and targeted interventions. Leaders monitor children's progress carefully and review support regularly to assess its impact. This ensures that strategies are adapted in a timely manner to meet children's changing needs.

Staff receive relevant training, including on the graduated approach, which strengthens their ability to identify needs and implement appropriate support. They adapt their practices using strategies such as Makaton, visual timetables and small-group support. As a result, children with special educational needs and/or disabilities, those eligible for additional funding and those who face disadvantages are included, participate fully and make secure progress alongside their peers.

Curriculum and teaching: Expected standard

Leaders have designed a broad and balanced curriculum that supports children's development across all areas of learning. They place a clear emphasis on children's communication and language, alongside prioritising children's personal, social and emotional development and physical development. For example, through singing sessions, repetition of key words and modelling language, children develop their vocabulary and confidence. Children are also supported in developing early literacy and mathematical understanding through activities such as mark making, recognising shapes, counting and exploring patterns during creative experiences, including making Eid cards.

Staff use observations and assessments, including an online app, to identify what children know and can do and to plan next steps. Teaching reflects children's interests, including imaginative play, reading and creative activities linked to cultural celebrations, which supports engagement.

However, this is not yet implemented consistently. At times, large-group sessions are too long, reducing children's concentration, particularly for younger children and those with special educational needs and/or disabilities. Activities are not always well matched to children's developmental stages. As a result, children do not consistently have sufficient opportunities to explore, sustain their learning and deepen their understanding.

Achievement: Expected standard

Children make progress from their starting points across the areas of learning. They develop communication and language skills through opportunities to interact with adults and peers. For example, younger children copy sounds and join in with familiar words during singing activities. Children develop early literacy and mathematical understanding through practical experiences, including mark making and recognising shapes, which support the development of early skills.

Children with special educational needs and/or disabilities and those in receipt of additional funding make progress due to targeted support and adapted approaches. They receive support through small-group work and visual prompts, helping them access learning and participate alongside their peers.

However, inconsistencies in how well activities are matched to children's individual needs mean that some children do not consistently build on their existing skills and knowledge or sustain their engagement. As a result, opportunities to deepen their understanding and make more rapid progress are not always maximised.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established a calm and positive environment where expectations for children's behaviour are clear and consistently understood. Children behave appropriately, show respect for others and cooperate during activities. Staff encourage children to share and take turns, helping them develop positive relationships with their peers.

Children develop positive attitudes to their learning. They engage in activities and respond well to adult support. Staff use clear strategies, including gentle reminders and consistent routines, which helps children understand expectations. Children are supported in managing their emotions through age-appropriate approaches. For example, staff provide reassurance and guidance to help children begin to regulate their behaviour.

Practitioners consider children's age, stage of development and individual needs when helping them meet expectations. However, this is not always applied consistently, and some children sometimes rely on adult support rather than sustaining positive behaviours independently.

Leaders promote regular attendance and help families establish consistent routines. As a result, most children have good attendance and are ready to engage in their learning.

Children's welfare and wellbeing: Expected standard

Children's welfare and wellbeing are promoted through secure routines and attentive care. Staff supervise children during mealtimes and ensure that they sit safely while eating, creating a calm environment. Hygiene routines are established. Children wash their hands before meals and begin to understand the importance of personal care. These routines support children's independence.

Children develop an understanding of healthy lifestyles and safety. Staff talk to children about road safety and help them understand how to keep themselves safe. Children receive support to take appropriate risks during their play with adult guidance.

Children form secure attachments with their key persons, who respond to their needs. This helps children feel safe and develop a sense of belonging. As a result, children, including those with special educational needs and/or disabilities and those who face barriers to learning, are supported to manage their emotions and engage in the environment.

Leadership and governance: Expected standard

Leaders demonstrate an understanding of the setting's strengths and areas for development. They reflect on practice and identify appropriate priorities for improvement. For example, leaders have identified delays in children's communication and language following the COVID-19 pandemic and introduced strategies such as small-group sessions, 'wow' bucket activities and visual timetables.

Leaders prioritise staff development. Staff have accessed training in communication and language, bilingualism, Makaton, nurturing approaches and supporting learning at home. They have also undertaken training in healthy eating. This supports staff's confidence in their ability to ensure that children are learning to make healthy choices. Staff apply this training in practice. For example, they use Makaton to support children with special educational needs and/or disabilities and those with emerging language needs. This helps children communicate and participate.

Leaders work in partnership with parents, carers and external agencies, including special educational needs and/or disabilities coordinators, to secure appropriate support. They share information with parents about children's learning and development, including strategies to support their communication and language at home. This helps ensure that children who may face disadvantages or barriers to learning receive consistent support across the setting and home. Staff say they feel supported and valued, contributing to a positive working environment.