Inayah Daycare Limited

What is it like to attend this early years setting?

Children are warmly welcomed into this nursery by friendly, caring staff. A range of exciting and engaging activities are planned for children that reflect their personal interests. This helps children to settle quickly and happily. Children new to the nursery are given reassuring hugs and smiles as they listen to stories read by attentive staff.

Children develop a good understanding of mathematical concepts and numbers. As children play, staff sing counting songs with them and identify opportunities to talk about shapes and size. For example, when using play dough to make models, children are encouraged to name and count the number of sides on the shapes they make. Staff support children's language development as they encourage children to compare the size of their models and they use language, such as bigger, smaller and longest, to describe their work.

Staff consistently praise children's efforts and achievements as they learn and play alongside their friends. As a result, children play happily, taking turns, sharing, and helping each other. Children's behaviour is good, staff use timely and gentle reminders of nursery rules to support this. Staff support children to learn about healthy lifestyles. As children eat their fruit snacks, they talk to them about how fruit and milk are good for them and will help them to grow.

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

• The manager has a good understanding and talks knowledgably about early childhood development. She plans a curriculum that focuses on the areas of communication and language and physical and personal development. Children's learning is planned around seasonal topics that also supports them to develop a knowledge and understanding of the world around them.
• Staff take time getting to know children during settling-in sessions, before completing an initial assessment of their learning and development. They use this assessment and ongoing observations of children's learning to identify their next steps in learning. Staff then plan engaging and exciting activities that reflect both children's interests and development needs. All children, including those with special educational needs and/or disabilities (SEND), make good progress as a result.
• Staff support children's language and communication development well, including those children whose first language is not English. Staff share and model new vocabulary. For example, when digging for vegetables outside, staff use and repeat the names of unfamiliar vegetables for children. However, staff do not always make the most of these opportunities to interact and engage with children in conversation that develops their language further and deepens their understanding. For example, talking about how and why vegetables are grown.
• Staff recognise the value of supporting children to learn mathematics and writing skills in preparation for their transition to school. However, they do not always recognise the importance of children gaining good social and independence skills that will promote their confidence in advance of this transition. That said, children do learn how to put on their coats and shoes and, at snack times, they pour their own drinks. All children take part in tidying away toys and resources at the end of play sessions.
• Good behaviour and children's achievements are consistently praised by staff. For example, children who have been recognised for acting kindly towards others have their name added to the 'kindness tree' in celebration. This helps children to recognise and learn positive behaviours and build self-esteem.
• Staff support children's physical development as they are encouraged to be active, riding bikes and climbing slides in the outdoor space. Children develop fine motor skills as they manipulate, squash and shape play dough to make rainbows and pizzas.
• The manager observes and monitors the quality of teaching and learning across the nursery. She ensures that staff benefit from opportunities to develop their knowledge and skills that will improve outcomes for children. Staff appreciate opportunities to develop their practice and they feel supported by the manager.
• Positive parent partnerships are established. Parents speak highly of the nursery and the staff. They comment that they know what their children are learning. Parents feel that their children make good progress. They appreciate the homework ideas regularly sent home to help them support their children's learning.

What the setting must and should do next

The provider should:

• strengthen and consistently promote interactions with children that effectively supports their language development and deepens understanding of their learning
• recognise and support children to develop the knowledge and skills that will contribute to their smooth and confident transition to school life.