Al-Madina Nursery. Inspection date. 26/02/2013 Not Applicable. Previous inspection: This inspection: 3

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1 Al-Madina Nursery 68-68a Shakespeare Street, Sparkhill, Birmingham, B11 4SB Inspection date Previous inspection date 26/02/2013 Not Applicable The quality and standards of the early years provision This inspection: 3 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 3 The effectiveness of the leadership and management of the early years provision 3 The quality and standards of the early years provision 3 This provision is satisfactory Bi-lingual staff support children's communication and language through a range of activities, including songs and stories, both in English and in the community languages. Children who speak English as an additional language are provided with appropriate support to encourage and extend their home language in the nursery. Effective partnerships with parents enable children to continue their learning at home. Children maintain a healthy lifestyle and develop a range of appropriate skills as they take part in daily physical activity, both in the nursery and in the local park. It is not yet good because Staff do not use observations or the 'Development Matters in the Early Years Foundation Stage' guidance effectively to plan appropriate activities which match the needs of younger children. Some younger children do not receive enough support in their learning. Children are not always given enough time to think and respond to questions before staff make suggestions for them. Staff do not make the most of daily routines, such as snack time, to further promote children's independence skills. Staff do not fully reflect on their practice or involve parents to help identify areas for development to improve standards throughout the nursery for the benefit of children.

2 Inspection report: Al-Madina Nursery, 26/02/ of 9 Information about this inspection Inspections of registered early years provision are scheduled: at least once in every inspection cycle. The current cycle ends on 31 July 2016 more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage. The provision is also registered on the compulsory part of the Childcare Register. This report includes a judgment about compliance with the requirements of that register. Inspection activities The inspector observed activities throughout the nursery. The inspector took into account the views of parents through discussion and from written questionnaires sent out by the nursery. The inspector looked at children's development folders, children's and staff's files and a selection of policies and daily records. The inspector spoke to the registered person, the manager and other staff throughout the inspection. Inspector Kashma Patel Full Report Information about the setting Al-Madina Nursery was registered in 2011 on the Early Years Register and the compulsory part of the Childcare Register. It operates from two rooms in converted premises in the Sparkhill area of Birmingham. The nursery serves the local area and is accessible to all children. There is no access to an outdoor play area, but children are taken to the local park on a daily basis.

3 Inspection report: Al-Madina Nursery, 26/02/ of 9 The nursery opens Monday to Friday during term time only. Sessions are from 8.30am until 3pm. Children attend for a variety of sessions. There are currently 59 children on roll who are in the early years age group. The nursery provides funded early education for three- and four-year-olds. It supports children who speak English as an additional language. The nursery employs six members of childcare staff. Of these, four hold appropriate early years qualifications at level 3 and two hold level 2. The setting also has regular students. What the setting needs to do to improve further To meet the requirements of the Early Years Foundation Stage the provider must: make better use of observations and the 'Development Matters in the Early Years Foundation Stage' guidance to plan activities which are appropriate for younger individual children and provide them with enough support in their learning. To further improve the quality of the early years provision the provider should: give children 'thinking time' and wait for them to think about what they want to say and put their thoughts into words, without jumping in too soon and answering for them extend opportunities for children to be more independent, for example, by encouraging them to help set up and serve their own food and drinks at snack time extend and target self-evaluation more accurately so that it effectively highlights areas for further development and takes into regular account the views of parents. Inspection judgements How well the early years provision meets the needs of the range of children who attend The large open-plan environment is appropriately organised into designated learning areas to ensure children make satisfactory progress in the seven areas of learning. Staff carry out observations on children to identify the next stage in their learning. They make use of the 'Development Matters in the Early Years Foundation Stage' guidance to help track children's development. However, they do not always use this information to plan activities which are appropriate for younger children. For example, a cutting activity provides appropriate interest and challenge for older children, but is not appropriate for some

4 Inspection report: Al-Madina Nursery, 26/02/ of 9 younger children, who show their frustration by constantly asking staff to show them how to cut the paper. Staff are aware of the Early Years Foundation Stage progress check at age two and have started to gather information in order to complete this when required. The separate creative area allows children to access a range of messy play. For example, children make their own gloop as they add water to the cornflour. They learn about different textures as they play with the sand and paint pictures, which helps children to express themselves. Staff use some effective methods to help children learn. For example, they use open-ended questions and use demonstrations to teach new skills, such as catching a ball. However, on some occasions, staff do not give younger children enough time to think and respond to questions before they make suggestions for them. For example, staff ask children what they would like to sing, but do not wait long enough for them to respond. As a result, children do not always have enough opportunities to develop their critical thinking and make decisions about their learning. Children enjoy songs, stories and rhymes, both in English and in the community languages, which supports their language and communication. They learn about shapes, colours and numbers at circle time. More able children are able to identify a semi-circle and count the corners of a triangle. Older children recognise their names on their coat pegs and are able to write the first letter of their name. This helps prepare children for their next stage of learning such as moving on to school. All children have opportunities to learn the Arabic alphabet, which is displayed in the nursery and supports their home language. Dual-language signs are displayed around the nursery to further support the community languages. Staff support children to learn basic Islamic traditions. For example, they say the 'Dua' before and after food. Staff ensure parents are involved in their children's learning. For example, they talk to parents about activities children take part in at the nursery, such as learning about shapes, colours and the alphabet. At the end of term, staff send homework to support children's learning during long breaks and to enable parents to continue learning at home. Staff speak the community languages, including Urdu, Arabic and Pushto, which supports two-way communication. The nursery does not have access to an outdoor play area. However, there is a designated area inside where children have frequent opportunities to develop and practise their physical skills. They play together with the parachute, develop the necessary skills as they peddle trikes and use the slide with confidence. Staff teach children new skills through demonstration and clear instructions, for example, staff show a child how to catch a ball by positioning their hands in front of them. The contribution of the early years provision to the well-being of children Children have secure and positive relationships with staff, who speak a wide range of community languages. As a result, children settle well in the nursery and form appropriate attachments with staff. Staff talk to parents to find out about children's individual needs, which include what language they speak at home, their interests and what they can do before they start the nursery. This information is used to plan play opportunities for

5 Inspection report: Al-Madina Nursery, 26/02/ of 9 children and supports their transition from home into the nursery. Children develop appropriate social skills as staff greet them both in English and Urdu. Simple rules, such as be kind and share toys, are displayed and reinforced by staff throughout the day, which encourages children to build appropriate relationships. Staff help prepare children for the next stage in their learning, such as starting nursery school. For example, they encourage them to learn recognise their names and attend to their selfcare needs, such as hand washing and using the toilet independently. However, there is scope to further develop children's independence and make decisions about their learning. For example, staff do not make the most of routines, such as snack time, to encourage children to help to set up and serve their own food. Children enjoy a range of healthy snacks, such as crackers, fresh fruit and toast, which meet their individual dietary and cultural requirements. Children learn about safety as they take part in regular fire drills and learn about road safety on outings. Staff make effective use of the local community to ensure children are able to access fresh air daily. They go to local shops to buy cornflour for activities and use equipment in the local park, such as swings and the rocking horse, to develop large motor skills. The effectiveness of the leadership and management of the early years provision Children's welfare is protected because staff have a suitable understanding of safeguarding procedures and regularly attend training to update their knowledge. A detailed policy is displayed to ensure staff are aware of their responsibilities and the procedures to follow should they have any concerns about children's welfare. Suitable recruitment and vetting procedures ensure all staff and students are suitable to work with children, and this includes a Disclosure and Barring Service Check for all staff. Suitable systems are in place to keep children safe from persons who may not be vetted. For example, all visitors are required to sign in and staff check their identity, which further safeguards children. Risk assessments and daily visual checks promote children's safety and minimise potential hazards, so they are able to play safely in the nursery. Further risk assessments are carried out on visits to the community to ensure children are kept safe from harm. Staff work generally well with parents and other external agencies, such as the local authority early years team, to support children's learning and development. They talk to parents in a range of different languages, which ensures all parents receive daily verbal and written information on their children's progress. Further opportunities to discuss children's development include regular parent meetings and access to learning journals. Staff ensure parents are updated with information about the Statutory Framework for the Early Years Foundation Stage, which ensures they are involved in their children's learning. Parents express their satisfaction with the care they receive at the nursery. They state that children are happy and enjoy their time at the nursery; they often talk about their experiences at home, which helps them develop appropriate links between the home and the nursery.

6 Inspection report: Al-Madina Nursery, 26/02/ of 9 Staff have a suitable understanding of the learning and development requirements and receive regular support from the local authority to monitor the educational programme. Regular team meetings and staff supervision help to identify further areas for staff development, which includes further training on the Early Years Foundation Stage and the role of the key person. A suitable system is developing to help reflect on practice; however, this has scope for further improvement. For example, staff talk to parents and send out questionnaires, but this is not done on a regular basis so that they views are reflected in ongoing improvements. The Childcare Register The requirements for the compulsory part of the Childcare Register are Met What inspection judgements mean Registered early years provision Grade Judgement Description Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection. Met Not Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

7 Inspection report: Al-Madina Nursery, 26/02/ of 9 Inspection This inspection was carried out by Ofsted 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. Setting details Unique reference number EY Local authority Birmingham Inspection number Type of provision Registration category Childcare - Non-Domestic Age range of children 0-8 Total number of places 50 Number of children on roll 59 Name of provider Mr Yassar Al-Haq and Mr Yasar Ali Date of previous inspection Not applicable Telephone number Any complaints about the inspection or the report should be made following the procedures set out in the guidance raising concerns and making complaints about Ofsted', which is available from Ofsted s website: If you would like Ofsted to send you a copy of the guidance, please telephone , or enquiries@ofsted.gov.uk. Type of provision For the purposes of this inspection the following definitions apply: Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration. Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools

8 Inspection report: Al-Madina Nursery, 26/02/ of 9 and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration. Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school.

9 Inspection report: Al-Madina Nursery, 26/02/ of 9 The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone , or enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular alerts about new publications, including survey reports and school inspection reports, please visit our website and go to Subscribe. Piccadilly Gate Store St Manchester M1 2WD T: Textphone: E: enquiries@ofsted.gov.uk W: Crown copyright 2012