Al-Madina Nursery - Sparkhill

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children settle well and are content and happy.

They quickly form strong bonds with their new key person, who swiftly gathers information about what they already know and what they need to learn next. Staff implement a curriculum that has a clear focus on children's interests and next steps. As a result, children make good progress in their learning.

Children develop their understanding of the world. For example, they know they must remove their shoes before going into the model mosque in celebration of Eid. In addition, children learn to be charitable, as they bring in food items for a local foodbank.

This he...lps them learn about compassion for people.Children learn to be kind to their friends. They share and take turns.

Staff give gentle reminders about taking turns when they choose popular toys, such as the pushchair and dolls. Children express their feelings as they point to emotion cards and talk about what makes them happy. They enjoy exploring dough and learn to roll the dough in different ways and use cutters to cut out star shapes.

Children show curiosity as they explore materials, such as sand and soil. They develop mathematical skills as they fill and empty containers and count how many scoops they need to fill a bucket. Older children confidently write their names as they self-register on arrival.

Younger children use lollipop sticks in sand to make marks. This helps to develop their writing skills in preparation for their move to school.

What does the early years setting do well and what does it need to do better?

Staff support children's physical skills well.

Although they do not have a designated outdoor play area, children use the indoor activity room. Children climb on soft play blocks and slide down. They engage in yoga movements as they stretch their bodies into different positions and use hoops to swing around their waist.

Staff take children out into the community where they visit a play area or go to the local shops to buy fruit.Staff recognise the impact that the COVID-19 pandemic has on children. They prioritise the curriculum for personal, social and emotional development.

Staff support children's communication and language skills well. They ask good questions and engage children in conversations to help them gain further knowledge. Staff use 'Now and next' cards, so that children know what is happening next and can make choices independently.

Children benefit greatly from the close attention they receive from staff. At snack time, each child sits at a table with their key person. They learn mealtime routines as they choose from the selection of fresh fruit, milk or water.

Older children become confident at peeling their fruit and pouring their own drinks. However, younger children are not given the same opportunities to develop independence, because staff do not consistently encourage them to do things they are clearly able to.Staff support children with special educational needs and/or disabilities well.

For instance, children spend one-to-one time with individual staff. Staff work closely with other professionals and follow their guidance when targets are set for children. This has a positive impact on children's care and learning.

Staff support children who speak English as an additional language. For example, they find out words in their home language and use these to communicate with children. In addition, staff speak many of the languages spoken by the children.

Staff are happy and feel well supported in their roles. The manager and staff have regular meetings where they brainstorm ideas. They review the curriculum to ensure planning is focused and considers individual children's interests.

The team have opportunities to attend training. However, staff's knowledge of some aspects of the curriculum intent is not always clear about what skills and knowledge they want children to gain from all experiences.Partnerships with parents are good.

Although parents spend less time on site, due to the COVID-19 pandemic, they speak highly about the staff. They say staff share information with them about their children through regular discussions, parent workshops and regular newsletters. In addition, staff invite parents to share information about their children's learning from home using an online device.

Parents are positive about the support they receive for their children. They welcome the workshops and being able to join in Mother's Day activities with their children.

Safeguarding

The arrangements for safeguarding are effective.

Staff receive safeguarding training and the manager quizzes them on safeguarding matters to ensure that their knowledge is kept up to date. The new manager has established a good relationship with the local authority and the police. She shares relevant information with them to ensure that children are kept safe.

Staff are aware of the possible signs of abuse and neglect, as well as wider safeguarding issues. They know how to raise their concerns regarding children's welfare. They are confident in the process to follow should they have concerns regarding a colleague if their concerns are not taken seriously.

The manager holds regular staff and supervision meetings. Robust recruitment and vetting arrangements are in place to help ensure all adults working with children are suitable for their role.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nincrease the opportunities for younger children to develop independence build on staff's knowledge of the curriculum intent, so they are clear about what skills and knowledge they want children to gain from experiences.