Al-Madina Nursery - Cradley Heath

What is it like to attend this early years setting?

Children are greeted warmly by staff as they arrive at the nursery. Parents are welcomed by staff and chat happily with them about their plans for the day. Children independently find their pegs and hang up their coats. They settle quickly and demonstrate that they feel safe and secure, interacting confidently with staff, asking for help when needed. Children make choices about their play. They select from a range of exciting toys and activities that have been thoughtfully planned by staff to reflect the things they enjoy. Children learn to behave well, follow nursery routines and staff's instructions. For example, children help to tidy away resources into the correct baskets when asked, before going outside to play.

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

• A new leadership team has made many changes and improvements to the nursery provision since the last inspection. Leaders and staff have engaged with local authority advisors and undertaken appropriate training to facilitate positive changes. For example, leaders and staff demonstrate an understanding of how to identify and implement support for children with special educational needs and/or disabilities within the nursery. The actions taken ensure children make good progress.
• Leaders and staff talk confidently about what they want children to learn at different stages of their development. They plan a curriculum that prioritises children's language, physical and personal development. For example, staff encourage children to talk about their families and feelings. Children make choices about the materials they use when creating pictures of their families. They are supported to learn to recognise and celebrate the differences and similarities between people from various faiths and cultures through stories. Staff help children to build confidence and develop a sense of self as they explore their place in the world.
• Staff create enabling environments for children that capture their curiosity and motivate them to learn. They plan focused activities that they know children will enjoy and that will develop their understanding of healthy lifestyles. For example, as children wash away marks from water-filled gloves, they learn about germs and good handwashing skills. However, some staff lack clarity regarding what children need to learn next. Therefore, the activities they plan and the support they offer are not always tailored to support children's next steps in learning.
• Staff regularly use songs and stories to support children's language and communication skills. For instance, young children learn the names of body parts as they sing songs and follow instructions to identify their shoulders, hips and knees. Staff model and explain new vocabulary and ask questions when sharing stories to promote children's understanding. For example, staff ask questions to encourage children to predict and share their thoughts about what will happen next in stories. However, staff do not always encourage less-confident children to share their ideas and join in.
• Staff receive regular supervision and comment that their well-being is prioritised by leaders. They receive routine training, such as safeguarding and paediatric first aid, and benefit from additional professional development. For example, staff have recently completed training about developing a language-rich environment and promoting high-quality interactions with children. This has enhanced staff's skills in supporting children's language and communication, and helping them to express their personal needs.
• Staff develop strong relationships with parents. Parents state they are delighted with the care staff provide during their children's time at the nursery. They comment on how staff are approachable and friendly. Parents appreciate opportunities to visit the nursery and chat to staff about their children's ongoing learning. Parents of children with special educational needs and/or disabilities recognise how leaders and staff work in partnership with other professionals to support their children's learning.

What the setting must and should do next

The provider should:

• focus the planning and teaching of activities on what individual children need to learn next
• strengthen the delivery of activities to ensure that less-confident children have opportunities to share their thoughts and ideas.