Al Falah The Sunflower Nursery

Inclusion: Strong standard

Staff undertake rigorous observations and assessments of children's learning and development. They skilfully adapt the curriculum to reduce any barriers that children may face in their learning and development. They meet regularly to evaluate and reflect on whether their strategies are having a positive impact on children's overall learning and wellbeing. The nursery supports disadvantaged children effectively, and leaders use additional funding wisely.

Staff work extremely closely with parents and carers to understand children's individual needs to provide the right help at the right time. They welcome external professionals into the setting to support children with special educational needs and/or disabilities (SEND) and make all reasonable adjustments to create a nurturing and inclusive environment. For example, staff follow guidance from speech and language services to ensure that they best support children's communication and language skills and close gaps in learning. Leaders support staff who take the lead role for SEND, to access a range of training and support. This deepens expertise, so they identify, monitor and support children's emerging learning and developmental needs effectively.

Leaders and staff work effectively to support children who speak English as an additional language. These children benefit from support from staff who, where possible, share and use their home languages to aid understanding and communication. This helps children to feel secure, understood and confident in expressing themselves. Children's cultural heritage is celebrated and all languages are valued, promoting a deep sense of belonging and respect for diversity within the setting.

Curriculum and teaching: Strong standard

Teaching is thoughtfully designed, drawing on ongoing observations and assessments to meet children's individual needs and stages of development. Staff successfully combine adult-initiated experiences with children's own interests to deliver an ambitious and responsive curriculum for all children, including those with special educational needs and/or disabilities.

Staff support children effectively in their learning across all age groups. In the pre-school room, they work with small groups, ensuring that each child receives meaningful, individualised attention. For example, as children learn about planets, staff provide a creative painting activity where children design their own planets. Children are encouraged to compare their creations with visual prompts, considering similarities in size and colour, which supports their observational and thinking skills.

In the toddler room, a well-resourced, coffee-shop themed role-play area provides a rich and stimulating environment. Children engage enthusiastically in imaginative play with their peers. Staff maintain a sensitive presence, observing closely and intervening appropriately to extend learning without disrupting children's play.

Babies experience engaging interactions, such as interactive storytelling sessions. Staff use animal resources effectively to capture and sustain babies' attention. Babies show high levels of interest and enjoyment, becoming deeply engaged and begin to join in with repeated phrases, demonstrating early communication and language development.

Homemade books, featuring photos of the children celebrating special events such as Eid, transitions to school and stay-and-play days, are available. Children access these resources independently, showing enjoyment as they revisit and recall past experiences, which supports their sense of belonging and memory development. Resources within the nursery reflect the diverse communities the children come from. This inclusive approach helps to promote respect, inclusion and an understanding of different cultures and family backgrounds. Children feel represented and valued within the setting.

Achievement: Strong standard

Children enjoy the broad range of play and learning experiences, and as a result, make excellent progress from their individual starting points. Children with special educational needs and/or disabilities (SEND) those who are disadvantaged and those known to children's social care make rapid progress. For instance, children who were previously nonverbal or withdrawn now engage in interactions, use language and participate confidently in group activities.

Babies and toddlers delight in stories, songs and rhymes, which effectively support their emerging communication and language skills. Older children demonstrate increasing confidence as communicators. They engage in sustained conversations with their peers during play and confidently take turns in back-and-forth interactions with staff. Children are curious and motivated to learn. They confidently select resources and make choices in their play. They concentrate well and engage in their learning independently and alongside each other.

Children move confidently between rooms and age groups, supported by well planned and carefully managed transitions that promote continuity and progression in learning. Over time, children develop the key knowledge and skills they need for their ongoing development within the nursery. Older children, are well prepared for their eventual transition on to school.

Behaviour, attitudes and establishing routines: Strong standard

Children's behaviour and attitudes are impressive. They thrive in a respectful, calm and purposeful environment where routines are well established, expectations are clear and adults consistently show kindness, patience and empathy. Staff know each child extremely well and create a nurturing environment where children's emotional needs are recognised and understood. Staff model positive interactions, teamwork and respectful communication, providing excellent role modelling for children. As a result, children's interactions with one another are of very high quality. They are kind, considerate and supportive in their play.

Children are given meaningful opportunities to take on responsibility and demonstrate growing awareness of their role within the nursery community. For example, children volunteer to act as helpers at lunchtime, serving food to their peers, wiping tables and sweeping up once meals have finished. This helps children to develop independence, cooperation and a sense of responsibility, while also promoting respect for others and their environment.

Attendance levels are high and are closely monitored by leaders. They work closely with families to establish consistent routines and address any barriers, ensuring children attend regularly and engage in learning. Where needed, leaders provide targeted support to families and offer flexibility around sessions. This ensures that children continue to access the nursery consistently, even during periods of change in family circumstances.

Children's welfare and wellbeing: Strong standard

Children's health and wellbeing are given high priority. Leaders and staff complete thorough risk assessments, for instance, in response to extreme temperatures, and implement effective measures to minimise potential risks to children. Staff ensure that drinking water is readily available throughout the day and regularly remind children to stay hydrated. Outdoor play is carefully planned to take place early in the morning, before the sun becomes too strong, enabling children to continue to benefit from fresh air and physical activity in a safe way.

Staff actively teach children about sun safety, including the importance of wearing sunhats, applying sun protection and drinking regularly from their water bottles. This supports children to begin to understand the risks associated with the sun and heat. Children are also offered cooling snacks, such as cucumber, to help prevent dehydration. Babies take part in water-play activities, to help keep them cool and comfortable. They sleep in a room with air conditioning and are always placed in safe-sleeping positions. Staff demonstrate a secure understanding of sleep safety and follow consistent, secure routines. As a result, children remain comfortable, safe and well cared for at all times.

Secure attachments are a key strength of the provision. Key persons build warm, responsive relationships with children, helping them to feel safe and emotionally secure. Consequently, children engage confidently in their learning and form positive relationships with others. Staff support children to recognise and manage their emotions effectively and, through consistent routines and targeted strategies, children develop self-regulation and growing confidence.

Leadership and governance: Strong standard

Leaders support staff to carry out their roles extremely well. They have a clear understanding of staff's strengths and areas for development, and act on these effectively. Leaders implement well-targeted action plans to continually review and improve all aspects of the provision. This demonstrates highly reflective and ambitious leadership.

Staff benefit from regular opportunities to discuss their professional development. They meet frequently with leaders and managers to review their practice and access relevant training. Leaders place high emphasis on staff wellbeing. Initiatives, such as staff recognition awards, help to motivate and encourage staff, ensuring they feel valued and respected. Staff speak positively about the high levels of support they receive from leaders and managers. Leaders and managers work together and demonstrate their commitment to collaborative working. They engage effectively with other professionals to ensure children and families receive the support they need.

Leaders provide workshops for parents and carers on topical issues, such as transitions to school and internet safety. This helps parents to better support their children's learning, development and wellbeing at home. Parents speak very highly of the staff team and leadership. They comment on leaders' in-depth understanding of the local community and the personalised support they provide. This includes offering additional help to families experiencing hardship or crisis, which goes beyond expectations. As a result, families feel well supported and highly valued.