Lillian De Lissa Nursery School

What Ofsted said

From the inspection on 12 May 2026

Children enjoy their time in this multicultural, inclusive and nurturing nursery school. They arrive happily each day and settle quickly as staff greet them warmly and join them in play. Trusting relationships help children feel safe and happy. Some younger children seek comfort from familiar staff, while older children eagerly share their interests. They develop a sense of belonging in this caring environment. Staff understand each child’s background and use this knowledge to create an environment that supports their wellbeing. Carefully selected resources help children to be ready to learn. Staff help children to talk about their emotions, and they provide quieter areas where children can rest when needed. This approach helps children to develop confidence and resilience. Children develop independence through simple routines such as selecting snacks. They build positive friendships and show care for one another. Staff model positive behaviour and most children respond appropriately. Some children do not consistently follow established rules and routines. Learning experiences are designed so that everyone can take part. These reflect children’s interests. Storytime at the end of each day helps children to develop vocabulary. Staff introduce new concepts by asking questions that encourage children to share their ideas. Children show curiosity as they explore activities, from climbing trees in the outdoor area to using small tools to manipulate clay. Staff work in close partnership with families from the beginning of their child's time at the school. They gather detailed information before children join the nursery and adjust arrangements to meet the needs of each child. Leaders encourage regular attendance and remove barriers that prevent it. Children with special educational needs and/or disabilities receive personalised support that enables them to join in and make appropriate progress from their starting points. As a result, most children achieve well and are well prepared for the next stage of their learning.

What the school should improve

• Leaders should ensure that staff develop children’s language and vocabulary to consistently maximise high-quality interactions.
• Leaders should ensure that transitions between different times of the school day are calm so that children consistently follow rules and routines established by staff.

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