Miss Daisy's Nursery School, Hyde Park

Inclusion: Strong standard

Leaders and staff know the children and their families very well. They identify children's needs quickly and put effective support in place through established strategies. They consistently ensure timely and coordinated intervention. As a result, children with special educational needs and/or disabilities (SEND) continue to thrive. Staff consistently implement clear and purposeful support plans for each child. They work closely with leaders and external professionals so that each child receives specialist input tailored to their individual needs. For example, they use strategies and share them with parents to support children's emotional and behavioural regulation. This leads to sustained improvements across the setting and home environment in this area.

The inclusive approach embedded throughout the setting ensures that children with SEND, and those who face barriers to their learning and development, receive the right help at the right time as their needs change. Leaders and staff maintain regular, meaningful communication with parents, helping them understand the interventions in place and contribute to their children's progress. Leaders also respond swiftly when families face wider challenges, offering guidance and linking them with appropriate services. Parents have a clear understanding of the targeted support provided and how it contributes to their child's development. Leaders think carefully about how to use available resources and training effectively and this is having a highly positive impact on children's progress and wellbeing.

Curriculum and teaching: Expected standard

Staff provide a welcoming environment where children can explore, play and learn. They offer a balance of adult-led activities and opportunities for children to follow their own interests. These experiences are generally based on what children need to learn next. Staff understand children's starting points and use assessment generally well to tailor the curriculum to children's individual needs. Staff teach early mathematics well through stories, songs and daily routines. Outdoors, children enjoy rich opportunities to develop physical skills, such as balancing, coordinating movements and using wheeled toys. Staff also promote children's small-muscle strength and development through activities such as pouring, filling, mark making and cutting.

Many staff use enthusiasm and expression when reading, helping sustain children's interest. Staff typically support children's communication well by modelling new vocabulary and giving children time to respond. For example, when planning to make guacamole, staff encourage children to draw on prior experiences and think through the tools and ingredients they will need. Leaders evaluate the curriculum that is being delivered and, overall, identify areas to improve further. However, on occasions, not all teaching consistently deepens children's learning during play or group activities. At times, children are not fully engaged because not all staff's interactions with children are of a consistently high quality. Despite this, staff tailor approaches well for children with special educational needs and/or disabilities, supporting meaningful progress from their starting points.

Achievement: Expected standard

Children make sustained and steady progress across all areas of learning, which prepares them well for the next stage of their education, including the transition to school. They develop key skills such as confidence to explore the environment and resources, as well as taking turns and sharing during group activities. Children with special educational needs and/or disabilities make clear progress from their starting points. Staff implement individualised targets that are regularly reviewed and adjusted. Across all age groups, children strengthen their listening, understanding and communication skills through stories and structured group sessions. They communicate their ideas with increasing confidence. Where needed, children use communication aids effectively to express themselves. Staff place strong emphasis on the prime areas of learning, helping children build secure foundations for future learning. Although a small number of children occasionally lose focus, as at times they are not exposed to high-quality interactions, overall they achieve well.

Behaviour, attitudes and establishing routines: Expected standard

Children build strong, trusting relationships with staff, who respond sensitively and use praise to boost their confidence. Staff support children in forming friendships through group and shared activities. They help children understand their behaviours and the impact of their actions on others. As a result, children behave well, cooperate with one another and follow clear expectations, including during sports and games.

Leaders closely monitor attendance and support families who may face challenges in maintaining consistent routines at home. They have clear procedures in place with all parents for informing the setting of a child's absence. Staff take account of each child's stage of development and individual needs when supporting them to follow daily routines. This includes the use of visual timetables, gentle prompts and a calm, reassuring manner. Where children need additional support, staff provide personalised strategies to help them take part confidently alongside their peers.

Routines and transitions are well established. Children confidently follow familiar processes, such as regular handwashing. Overall, children show positive attitudes to learning, including children with special educational needs and/or disabilities. On occasions, minor inconsistencies in teaching temporarily reduce engagement during group times.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are firmly embedded in practice. Leaders regularly review policies and ensure they are consistently implemented across the setting. Staff promote children's independence through well-established routines, such as snack time. Children also develop independence and a sense of responsibility. For example, they carefully carry glass and porcelain dining sets when laying tables for mealtimes. Staff ensure that each child feels safe, settled and supported. They respond sensitively to children's changing needs, helping them regulate, form secure attachments and develop a strong sense of belonging. Staff support children to recognise, express and manage their emotions by consistently acknowledging their feelings and guiding children to develop effective self-regulation strategies.

Parents express high levels of confidence in their child's key person, who knows each child's individual needs well and works closely with families on routines, including mealtimes and toileting. Children are consistently encouraged to make healthy choices. Staff support children to understand the benefits of physical activity effectively, for example, through sports and movement sessions. Staff quickly identify when a child needs rest or a quieter space, responding promptly to maintain their emotional security. This consistency in focus on children's wellbeing and welfare helps children develop trusting relationships with familiar adults.

Children follow embedded hygiene routines, access drinks independently and enjoy healthy snacks and meals that promote social interaction. Staff supervise activities closely and consistently well, modelling safe play and introducing age-appropriate understanding of risk. This helps children to consistently make their own healthy choices.

Leadership and governance: Expected standard

Leaders have a clear and shared vision for the setting, along with an accurate understanding of its strengths and areas for development. They regularly review procedures and ensure the daily organisation runs smoothly. Since the last regulatory visit, leaders have made significant improvements and have sustained these changes, ensuring that weaknesses previously identified have been addressed effectively. This ensures that children's wellbeing and welfare are consistently prioritised.

Leaders take a reflective approach, gathering feedback from staff and parents to refine routines, adjust resources and ensure that activities remain suitable and accessible for all age groups. They monitor children's outcomes carefully and take prompt action where improvements are needed. They work with external agencies to support children's individual needs, especially for children with special educational needs and/or disabilities (SEND) or other barriers in their learning. Leaders consistently make decisions in the best interests of those children. This leads to children with SEND making steady progress from their starting points.

Leaders promote staff wellbeing through open communication, regular check-ins and effective supervision. This enables staff to discuss what is working well and where they need more support. Staff receive appropriate training and feel confident to seek guidance. However, leaders do not yet ensure that individual professional development is precisely matched to staff's needs so that the quality of teaching can be strengthened further.

Leaders and staff keep parents informed about children's progress in varied ways, including by sharing assessments and information through an online platform and during regular stay-and-play sessions. Effective partnerships with parents, including home-learning opportunities, help ensure smooth transitions and promote children's ongoing learning and development.