Al Emaan

What is it like to attend this early years setting?

Staff warmly welcome children into the nursery. Children settle with ease at their chosen activities. Staff have worked hard to adapt and create a stimulating environment to support and develop children's learning. Children show willingness to participate in a range of activities. They enthusiastically cheer when they correctly name each of the colours on their pictures. Children concentrate as they roll and manipulate play dough. This helps to develop their dexterity in preparation for early writing skills. Staff are positive role models and take the time to listen to each child talk about their creation and what they like about it.

Children actively engage in the different activities in the garden. They glide along on scooters, which supports their balance and coordination. They become intrigued by what is in the sand tray and explore with determination. Staff support children to develop their vocabulary as they talk about the different types of shells they have made with the sand. Staff introduce new words, such as conch shell. Children develop a love of books and share stories with their friends throughout their time at the nursery. They excitedly take part in their daily exercise session. Children giggle as they move to the different actions, helping to develop their gross motor skills. Staff promote positive attitudes with children. They value and respect each child's individuality. Children learn about the world around them by celebrating cultural festivals other than their own.

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

• The management team has made significant improvements since the last inspection. Managers and staff have worked closely with the local authority to raise quality across the nursery. They have designed a curriculum that supports children to make progress across the seven areas of learning.
• Children access a range of activities. Staff plan according to children's individual next steps, which helps to close gaps in their learning. However, during focused activities, staff occasionally limit children's play. This prevents children from extending their own learning and develop their critical thinking skills to the highest level.
• Generally, children's behaviour is good. There are set rules and boundaries in place to support children to understand the expectations for their behaviour. However, staff do not always plan how they deploy themselves effectively during daily transitions to support all children. For example, when children listen to a story before mealtimes, some children disrupt the story with unwanted behaviour. Staff who know these children well are not always available to support their colleagues. This results in occasional interruptions of children's learning.
• Staff know children well. They carry out regular assessments to identify any developmental delays as early as possible. If a child is delayed in their development, staff take prompt action. Staff work closely with the special educational needs and/or disabilities coordinator (SENDCo) and other professionals to ensure that support is in place for children at the right time.
• Children who speak English as an additional language develop their vocabulary rapidly. This is because staff support children effectively to understand words in their home languages as well as in English. Children successfully communicate their needs and staff take pride in their achievements.
• Parents share positive feedback about the nursery. They comment that their children have made good progress since starting the nursery and staff are kind and caring. Staff provide parents with regular feedback about children's learning.
• Managers and staff have attended a range of training since the last inspection to support their knowledge and skills. Staff receive regular supervisions to discuss their key children and any ongoing targets to support their professional development. They share that they feel well supported in their role by colleagues, as well as by management with their well-being.
• Children learn to become independent in preparation for the transition to school. Staff encourage children to pour their own drinks at snack time and put their coats on to go into the garden. They promote children's self-care routines by encouraging children to wipe their own noses. Staff explain the importance of washing their hands afterwards to remove the germs and stay well.

What the setting must and should do next

The provider should:

• support staff to recognise and provide even more opportunities for children to extend their own learning and develop their critical thinking skills to the highest level
• strengthen staff deployment further to support daily routine transitions and enable children to remain highly focused in their learning.