Darul Madinah Bradford Ltd

What is it like to attend this early years setting?

Staff form warm, positive relationships with children and their families at this welcoming nursery. Children are happy and settle quickly when they first start. Staff welcome parents into the setting. They spend time with families during settling in visits. Staff speak with parents to find out about children's likes and dislikes. They get to know children well. This helps children feel safe and secure. Children who need additional support are well supported. Staff quickly identify gaps in children's learning. They work with outside agencies to support children's development. All children make good progress.

Leaders and managers plan an ambitious curriculum for all children. There is a clear progression of skills from the youngest children to the oldest. Staff plan opportunities for children to practise the skills they are learning. Leaders and managers consider the skills children need for their move on to school. Staff plan opportunities for children to develop their physical skills. Children run, climb and learn to ride the bikes in the outdoor area. Staff plan activities indoors to support children's small motor skills. Children learn to use a range of mark making tools. They develop good physical skills.

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

• Leaders have failed to notify Ofsted of a change in manager. This is a breach to requirements. However, all recruitment checks have been completed on the new manager and therefore the impact on children is minimal. Leaders now know and understand when to notify Ofsted of any significant event.
• Staff promote children's language development effectively. They get down to their level and speak calmly and clearly. Staff and children engage in back-and-forth conversations. Bilingual staff support children's language and understanding further, by explaining what they are doing in their home language and in English. They model language and introduce new words. For example, staff model the words of the food they are eating and ask children if their food is 'delicious'? Children then repeat these words back as they talk with staff.
• On occasions, staff do not always consider how group activities can support children at different ages and stages effectively. This means some children become disengaged in their learning and do not benefit from the planned activities.
• Children enjoy stories, songs and rhymes. Staff read and sing with children throughout the day. They ask questions about the story to support children's understanding. Children enjoy joining in and talking about the pictures.
• Mealtimes are a social time. Staff promote good health and hygiene practices. Children learn to wash their hands before eating and enjoy a range of healthy foods. Children enjoy snack and mealtimes. They enjoy sitting and talking with their keyperson and their friends.
• Staff are sometimes too eager to help children with small tasks. They do not consistently encourage children to do things for themselves. For example, they serve children the food and drink at snack times, when the children are capable of doing this for themselves. This does not consistently support children's independence skills.
• Children develop their mathematical skills. Staff count how many children are sitting on the carpet and sing number rhymes and songs. They introduce and use the language of size and number as children play. For example, staff ask 'are you making a big castle or a small one?'. Children say, 'I made a big one' as they show their friends what they have made.
• Staff ask questions to encourage children to develop their problem-solving skills. They encourage children to pour the water on the water wheel and ask what is happening. Children show curiosity, and watch intently, as the wheel turns as they pour the water over it.
• Children's physical skills are well supported in the outdoor area. However, leaders and managers have not fully considered how the outdoor environment can promote all areas of learning. Children sometimes have limited resources outside to support other areas of learning. This means children may not make as much progress in their learning as they could.

What the setting must and should do next

The provider should:

• organise group activities more effectively so that all children can partake and access the planned learning
• provide further opportunities for children to develop and practice their independence skills
• strengthen the curriculum for the outdoors so that it consistently supports all areas of learning.