Destiny Haven Nursery & Pre-school - Noel Park

Destiny Haven Nursery & Pre-school - Noel Park
Unique reference number (URN): 2604205
Address: 32 Clarendon Road, London, N8 0DJ
Type: Childcare on non-domestic premises
Registered with Ofsted: 16/09/2020
Registers: EYR, CCR, VCR
Registered person: Destiny Haven Childcare Ltd
Inspection report: 9 June 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
Safeguarding standards met
The safeguarding standards are met. This means that leaders and/or those responsible for
governance and oversight fulfil their specific responsibilities and have established an open
culture in which safeguarding is everyone's responsibility and concerns are actively
identified, acted upon and managed. As a result, children are made safer and feel safe.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
Met: The setting has an open and positive culture of safeguarding.
Not met: The setting has not created an open and positive culture of safeguarding. Not all
legal requirements are met.

Expected standard
Achievement Expected standard
All children, including those with special educational needs and/or disabilities and those
facing barriers to learning, make progress across the curriculum. They are confident
communicators and listen attentively at story time, joining in with key phrases. Children
generally develop the skills and confidence they need for their next stage in learning,
including school. They show increasing independence and self-care. For example, children
serve themselves and are encouraged to drink from open cups at mealtimes. However,
interactions with babies and younger children in larger groups do not consistently help them
to extend and build on their skills.
Children benefit from 2 outdoor spaces, where they can enjoy fresh air and develop their
physical skills. Children skilfully negotiate space while riding scooters and pedalling cars. In
addition, they strengthen their fine motor skills while squeezing sponges at the water tray.
Behaviour, attitudes and establishing routines Expected standard
Children behave well. Staff set clear and consistent expectations and provide reminders,
such as 'walking feet', to help children understand boundaries. Children follow the setting's
rules and are kind towards each other. When younger children join in activities, older
children are welcoming and invite them to sit next to them. Staff are good role models for the
children and encourage positive behaviour. For example, they ask children to be mindful of
their friends and to wait for their turn when playing with the slide. Children are delighted to
receive 'high fives' to celebrate their efforts and achievements. They learn to use good
manners. Children enthusiastically join in with staff to sing the 'please and thank you' song
before mealtimes.
Children show a positive attitude to learning. They independently choose what they want to
play with and engage in a variety of activities, both indoor and outdoor. Children understand
and follow routines that are embedded into daily practice. For example, they line up to go
outdoors, help tidy up when they finish playing and wash their hands. However, some of the
routines, such as getting ready for mealtimes, take too long. This has an impact on
children's engagement.
Leaders encourage regular attendance and follow up absences promptly. This supports
children to gain good habits for the future.
Children's welfare and wellbeing Expected standard
Children are happy at this setting, benefiting from warm and trusting relationships with staff
and each other. The key-person system is well embedded, and children have positive
attachments with the adults who care for them. This helps children feel safe and develop a
sense of belonging. Staff help children manage their emotions by acknowledging their
feelings and responding to their needs. For example, staff understand when children are
tired and make sure they have space to rest.

Staff promote children's understanding of healthy habits. Older children learn where food
comes from and help staff to plant and grow fruit and vegetables, including pumpkins and
tomatoes. Children enjoy nutritious, home-made meals and learn about oral hygiene through
planned activities. In addition, they have daily opportunities for exercise and energetic play.
They enjoy playing in the garden and use different equipment to test their skills. Children
learn to keep safe as staff remind them of safety rules during play, such as holding the rails
when climbing the stairs to the slide.
Staff manage sleep routines safely. Babies and younger children rest in cots and older
children on sleep mats, while staff check on them regularly.
Curriculum and teaching Expected standard
Leaders design a broad curriculum based around all areas of learning. Staff know children
well and use observations and assessments to identify next steps in their learning. In the
main, staff adapt their interactions with children to meet their needs and maintain their
interests. Where children have barriers to learning, staff make simple changes to ensure
they take part in the activities and make progress. However, at times, experiences provided
for babies and younger children are not always sufficiently tailored to their individual needs.
Children's communication and language skills are encouraged throughout the day. Children
are eager to join in with rhymes and songs. They compare fast and slow sounds during
music sessions. At story time, younger children recognise characters and repeat key words,
which staff reinforce with praise. Older children gain a sound awareness through playful
activities. For example, they look at the letter 't' and think of words around them that begin
with the sound.
Children play cooperatively and strengthen their motor skills. They enjoy parachute games
where they are asked to shake it at different paces to make gentle and stormy waves.
Children giggle as they take turns to sit under the parachute while their friends lift it and drop
it over their heads.
Staff encourage children to clap their hands and count the beats while listening to music.
They sing number songs. However, staff do not always consistently plan adult-led activities
that focus on using numbers and develop further mathematical concepts.
Inclusion Expected standard
Staff know children well and create an environment where all children can access and enjoy
activities. They use observations, regular assessments and discussions with parents and
carers to promptly identify children's individual needs. This enables staff to plan and
implement effective strategies to support children's development. Generally, staff adapt
teaching so that every child can engage and learn. For example, they changed the
organisation of cooking classes to ensure all children, including children with special
educational needs and/or disabilities, can take part and benefit from them. As a result,
children make steady progress from their starting points.
Leaders and staff understand the importance of referring children to outside professionals
for further assessment and support. They signpost families to relevant services and local

support. Staff act promptly on the advice of other professionals, such as speech and
language therapists and nutritionists, to develop targeted strategies to reduce barriers to
learning. Leaders understand how to use funding to support all children. They explain how
this may include purchasing resources to meet their individual needs or accessing training to
increase staff knowledge and offer tailored support.
Leadership and governance Expected standard
Leaders generally understand the setting's context, strengths and areas for development.
They are reflective and make changes to improve children's outcomes further. For example,
leaders plan to reorganise the wide range of outdoor resources to enhance children's
concentration while playing outside.
Leaders know families well and understand the barriers some children face to their learning.
They support families to ensure their children receive the support they need. Parents and
carers are very positive about the setting. They comment that leaders and staff genuinely
care for the children and that their children love attending. Parents praise the level of
education their children receive and the progress they make. They are aware of the key-
person system and know about their children's learning and next steps. This demonstrates
the effective communication between the setting and parents.
Leaders support staff to access additional training linked to their interests. Staff feel well
supported and valued. They enjoy working at the setting and comment that it is a close
team. This results in a low turnover of staff, which provides consistency for children.
Leaders work with local schools to support children's smooth transitions. They organise
meetings with future teachers and invite them to visit the children while they are still
attending the nursery.
Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met

Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children are happy and settled at this setting and form positive bonds with the friendly staff.
Children are excited to arrive and separate easily from their parents and carers in the
morning. They demonstrate a sense of belonging and engage well with one another, staff
and visitors. Children form friendships with their peers and are proud to introduce visitors to
their best friends.
Leaders create a welcoming environment where children access a wide range of resources
both indoor and outdoor. Staff read to the children and encourage them to develop a love for
stories while exploring characters and the order of events. Children are encouraged to
anticipate what will happen next and excitedly repeat phrases from familiar stories, such as
'Not by the hair of my chinny chin chin'. Staff further support children's communication and
language skills by introducing new words. For example, at lunchtime, they explain to the
children that the melon has a 'refreshing flavour'.
Children enjoy daily access to the setting's 2 gardens. They strengthen their gross motor
skills playing basketball and test their coordination walking on balancing path. Staff
encourage children to notice the world around them. For example, they observe bees and
comment that they might look for pollen. Children are proud of the plants and herbs they are
growing and invite visitors to appreciate the distinctive smell of the curry plant, comparing it
to the smell of sage.
Overall, children are settled and supported to develop the skills needed for their next step in
learning.

Inspector:
Damiana Cornacchia
About this setting
Unique reference number (URN): 2604205
Address:
32 Clarendon Road
London
N8 0DJ
Type: Childcare on non-domestic premises
Registration date: 16/09/2020
Registered person: Destiny Haven Childcare Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Haringey
Next steps
Leaders should review and adapt some of the activities on offer to ensure younger
children can fully access and benefit from them.
Leaders should make sure routines are organised in a way that minimises waiting time for
the children, to further enhance their engagement.
Leaders should strengthen further the explicit teaching of mathematical concepts.
About this inspection
The inspector spoke with leaders, practitioners, the special educational needs coordinator,
parents and children during the inspection.
We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the
quality and standards of provision that is registered on the Early Years Register. The
registered person must ensure that this provision complies with the statutory framework for
children's learning, development and care, known as the early years foundation stage.

Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 9 June 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
56
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
Expected standard
The setting is fulfilling the expected standard of education and/or care. This means they are
following the standard set out in statutory and non ‑ statutory legislation and the professional
standards expected of them.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.

The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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