URN 2779224 · Inspected 2026-03-30 · Published 2026-09-21 · Inspector: Marisol Hernandez-Garn
Loving Hands International Nursery School Ltd -Elgin Road Unique reference number (URN): 2779224 Address: 2 Elgin Road, CROYDON, CR0 6XA Type: Childcare on non-domestic premises Registered with Ofsted: 31/01/2024 Registers: EYR Registered person: Loving Hands International Nursery School Limited Inspection report: 30 March 2026 Exceptional Strong standard Expected standard Needs attention Urgent improvement Strong standard 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. Behaviour, attitudes and establishing routines Strong standard Staff create a highly successful culture of respect, care and kindness, which helps children understand their own emotions as well as the feelings of others. They consistently treat children with warmth, which creates a highly positive environment. This is evident when children arrive eager to learn and play, often greeting staff with big smiles. Children consistently display positive attitudes towards their learning and their peers. They establish trusting relationships with staff and their peers. This gives children a high level of self- esteem and confidence in the setting. Staff hold extremely high expectations for all children's behaviour, which take into account their age and stage of development. They are very good at consistently reinforcing well- established routines. This approach benefits all children, including those who may be disadvantaged. Over time, children have learned to manage age-appropriate tasks. For instance, older children understand the importance of washing their hands before snacks and mealtimes. They show extreme care for their friends by inviting them to join them at the table. Staff closely monitor children's attendance to identify any concerns and resolve barriers to regular attendance. They emphasise to parents and carers the importance of attending the setting consistently. This significantly improves children's attendance in preparation for starting school. Expected standard Achievement Expected standard Children make typical progress from their starting points. For example, they are developing self-esteem and independence, which is particularly noticeable during snack times and mealtimes. Older children can choose and peel their fruit without needing assistance from staff. Disadvantaged children and those with social and behavioural difficulties are learning to play with their peers. Babies engage with rhymes and nursery songs as part of the curriculum. They look and listen attentively, which helps to extend their vocabulary. Toddlers interact with staff in role- play scenarios about animals. They enjoy listening to the story of 'The Three Little Pigs', which helps develop their communication and language skills. They also engage in imaginative play as 'firefighters', using their creativity to enhance it. In another example, older children have opportunities to create Easter egg collages. This helps strengthen their finger muscles. Overall, children are well prepared for the next stage of their learning and development, including their move to school. Children's welfare and wellbeing Expected standard Staff support children well as they develop the skills necessary for the next stage of their learning. For example, staff encourage children to complete age-appropriate tasks, such as at mealtimes. Children develop their confidence and independence skills. Staff promote children's physical development, for example, through daily opportunities for outdoor play. They encourage children to explore and be active in a safe environment. Children develop positive attitudes towards learning. Staff also teach children about personal safety practices. For example, they show children how to assess risks and identify potential hazards before outdoor activities. These experiences enable children to enjoy fresh air and exercise, which benefit their physical wellbeing. Staff establish and maintain consistent routines, including well-established sleep and rest periods. These routines help children, particularly those who face barriers to their health. Children feel secure and comfortable, providing a stable structure to their day. Staff develop secure and responsive relationships with children. They are attentive to children's needs, offering them reassurance and encouraging positive social interactions. Children learn to trust staff and build friendships with their peers. They develop a sense of belonging within the setting. Curriculum and teaching Expected standard Leaders promote and recognise equality and diversity. This teaches children to respect and value differences between themselves and others. Leaders have a general understanding of the curriculum provided. They encourage staff to use regular assessments to guide their teaching. There are inconsistencies in the quality of staff's interactions with children. Sometimes, children do not fully benefit from all the learning opportunities. The curriculum is broad and tailored to children's ages and needs. Staff make thoughtful adjustments, particularly for disadvantaged children and those with specific health requirements. This ensures all children can participate in nursery activities, which contributes to promoting an inclusive environment. Staff put emphasis on children's personal, social and emotional development. Children, even the youngest, feel safe, secure and happy. Staff support children's language development well. They build on children's vocabulary and communication skills. This includes engaging children through outings that introduce nursery songs, rhymes and stories. Staff incorporate numbers into their activities to develop children's early mathematical skills. They encourage older children to practise their drawing and writing skills in readiness for school. As a result, children make typical progress appropriate to their age and developmental stage. Inclusion Expected standard Staff create a warm and inclusive environment for all children. Children and families feel welcomed in this diverse setting. Children form close attachments with staff, which supports their emotional wellbeing effectively. Staff engage successfully with parents, which benefits children, including those who are disadvantaged. Parents are particularly pleased with how well staff help their children to settle in quickly. They find that staff make reasonable adjustments to meet their children's needs, including those with health and medical needs. Parents report that their children make notable progress in their language and social skills. Leaders prioritise using additional funding to provide children with access to extra-curricular activities, such as music and sports. These opportunities enrich children's learning, particularly those who are disadvantaged. Leaders promote staff's professional development to enhance their knowledge of supporting children with special educational needs and/or disabilities. This helps to set high expectations for all children. Staff conduct initial assessments of what children know and can do to help plan the curriculum. However, staff are not always consistent in ensuring that the barriers all children face are swiftly identified and addressed. This inconsistency can lead to delays in referrals to outside agencies, resulting in children not receiving timely additional support. Leadership and governance Expected standard Leaders are dedicated to making decisions that prioritise the best interests of children, especially those who are disadvantaged or children with special educational needs and/or disabilities. For instance, they regularly review the meals provided for children to ensure they meet dietary requirements and accommodate allergies. Leaders also support staff effectively, paying attention to their wellbeing. Staff agree, and they express their enjoyment in working at the setting. Recent training has improved their understanding of how to promote children's emotional wellbeing. This has helped staff build trusting relationships with children, including babies. As a result, children are happy and emotionally secure. Leaders evaluate the setting to identify both strengths and areas for improvement. They take pride in how well staff organise various learning experiences for children outside the setting. Children enjoy trips to the theatre, local parks and supermarkets. They learn about different cultures and listen to popular nursery stories. These experiences enrich children's learning opportunities. Based on feedback, leaders aim to enhance communication with all parents to keep them fully informed about their children's learning progress. They recognise weaknesses in staff's use of children's observations and assessments, as well as inconsistencies in their interactions with children, and have yet to address these issues. What it's like to be a child at this setting Leaders are passionate about their work with children. This inspires staff to deliver high- quality care and education. Leaders promote a culture of collaboration and encourage staff to work closely with parents and external professionals. Overall, parents are highly satisfied with the service they and their children receive. For instance, they praise the warm and inclusive environment that staff create. This gives children comfort and reassurance. From the very start, staff build strong, trusting relationships with children. Children receive effective support for their emotional wellbeing. They, including those who are disadvantaged, feel happy and safe. Staff establish and maintain consistent routines, including well- established sleep and rest periods. These routines enable children to settle quickly and provide a stable structure to their day. Staff prioritise children's excellent behaviour and attitudes. Children play harmoniously and show great care for each other. They are highly motivated and have very positive attitudes towards their learning. Staff create regular opportunities to extend children's language skills. For example, they sing songs at group times to enable children to hear and learn new words. In addition, staff read stories to children, in English and other languages. These activities extend children's vocabulary and spark their interest in language. Staff create a 'cultural table' featuring a variety of artefacts for children to explore. This promotes children's curiosity and encourages discussion about the wider world. Staff encourage children to express their creativity and imagination through a wide range of experiences. Children enjoy role-play scenarios, such as pretending to be doctors or ambulance drivers. This shows children's great empathy and caring attitudes towards others. Staff invite children to explore various art resources, including writing tools and stickers. During a planned activity, children concentrate as they make a collage for a special event. Children make typical progress from their starting points, including in their physical and social skills. Inspector: Marisol Hernandez-Garn About this setting Unique reference number (URN): 2779224 Address: 2 Elgin Road CROYDON CR0 6XA Type: Childcare on non-domestic premises Registration date: 31/01/2024 Registered person: Loving Hands International Nursery School Limited Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Local authority: Croydon Next steps Leaders should show staff how to use information from observations and assessments more robustly to address barriers all children face. Leaders should increase support for staff to enhance their interactions with children to fully support their learning. About this inspection The inspector spoke with leaders, staff and parents during the inspection. We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards provision that is registered on the Early Years Register. The registered person must ensure that the 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 30 March 2026 Children numbers Age range of children at the time of inspection 1 to 4 Total number of places 54 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 services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. 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