Isra Daycare

Inclusion: Expected standard

Leaders have a clear understanding of the setting's context. They identify the support and/or intervention children and their families require. Leaders then make referrals to other professionals, organisations and agencies. Any additional funding is used to buy additional resources and/or equipment to meet children's individual needs. Leaders work well in partnership with parents to help them come onboard with any additional support their children need. This helps to ensure that children with special educational needs and/or disabilities (SEND) receive the specialist help they require. Staff attend meetings with other professionals and/or agencies. They use these to gather and share updates and information about children. This helps to ensure that children who are known or have previously been known to children's social care receive the support they require and promotes their welfare.

Staff complete observations and assessments on children's development. They identify gaps and/or barriers to children's learning. Staff develop plans and next steps for children by working in partnership with professionals and parents. They have access to training to help develop their knowledge of how to support disadvantaged children. Staff generally know their key children well. However, when key persons are absent, some information about the children's development is not passed on swiftly to staff who are covering. This does not ensure that children with barriers to their learning or children with SEND consistently receive the support they require.

Curriculum and teaching: Expected standard

The curriculum is varied and covers all areas of learning. It is generally sequenced well to help build on children's learning over time. Some of the activities set out for children are new experiences, which helps expose children to things they might not access at home. Typically, most staff think well about the learning intention of these experiences and how they can support children's learning. However, there are times where some staff are not as clear on how they can use the learning experiences to build further on children's knowledge and skills.

Children practise building using blocks. Staff support children to count and recognise colours as they stack the blocks on top of one another. Children thoroughly enjoy mark-making experiences. Some children prescribe meanings to this, explaining that they are drawing the moon which is 'high in the sky'. Babies enjoy exploring cause and effect as they explore with rice. Staff expose them to new vocabulary as they talk to them about the textures of the rice, such as 'sticky, cold and soft'.

Staff read stories clearly and with lots of animation and enthusiasm. This helps capture children's interest. Staff ask older children questions about the story. Some children confidently answer the questions, which shows their knowledge of the story. Younger children like to look at the pictures in the book. This together supports children of all ages to develop a love and interest of books and stories. Children have lots of opportunities to develop their physical skills. For instance, they practise jumping and lifting both feet off the floor.

Achievement: Expected standard

Children make continued progress in their learning from their starting points. They develop a range of skills. This helps prepare them for the next stage of their learning, including school. Children with special educational needs and/or disabilities receive the early intervention they require.

Children develop their physical skills well. For instance, babies practise pulling themselves up, standing and taking steps. Older children learn how to throw balls. Children develop their mathematical knowledge, for instance by learning about more, less, full and empty as they explore in the sand. Children start to learn how they can share and take turns with their peers. They learn about their similarities and differences as they start to develop an understanding of others.

Babies and younger children learn how to express themselves, using sounds, gestures and single words. Older children communicate in sentences. Children learn about the different emotions, such as happy, sad and angry. They start to understand how they can regulate their feelings. However, the use of planning could be enhanced to help support children to develop their knowledge and skills even further.

Behaviour, attitudes and establishing routines: Expected standard

Staff use strategies to support children to learn how to regulate their emotions, for instance by asking children to take deep breaths when they become upset. Staff praise children for what they do well. They remind children of the rules. For example, they support children to share and to be kind to one another. Children eagerly go over to learning experiences to explore. However, at times, the organisation of activities and the room is not well thought out. For instance, some children are not fully able to reach the resources as they play, and some children have to wait a long period of time before they can have their go. This does not fully support all children to remain engaged and enthused to learn.

Staff use lots of praise to help encourage children with special educational needs and/or disabilities (SEND) to join in. They are reassuring and guide children to come over. This helps support children with SEND to build on their focus and/or concentration skills. Leaders share their attendance policy with parents and carers. They provide a service that is able to pick children up and drop them off. This helps disadvantaged children to build on their attendance levels.

Children know the routines. For instance, they tidy away their own plates and cups after meals. Children generally build positive relationships with the staff who care for them. Staff surround children with lots of love and care, and they remain patient and offer reassurance to children. However, there are times where staff do not act swiftly enough when they recognise that children may be hungry or tired. This results in moments where children become quite unsettled and upset.

Children's welfare and wellbeing: Expected standard

Children's health is promoted well. Staff provide children with a range of balanced and healthy meals or snacks. Children eagerly try fruit, such as strawberries, bananas, watermelons and apples. They have lots of opportunities to play outside. For example, they practise moving themselves on bikes. Children have fun as they race their peers to run and collect water to fill up the different containers and jugs outside. Staff ensure that all children have access to water, which they confidently help themselves to. Hygiene practice is managed well across the setting. For instance, staff support all children to clean their hands before and after meals and to wipe their noses as required.

Staff work well with parents to help wean children onto solid foods. They use a slow approach to help children become familiar with new textures. Staff supervise children well while they eat. They place children to sleep with lots of love and care. Staff monitor children as they sleep. There are effective arrangements for first aid. Leaders keep records of any accidents that occur. They ensure that parents and carers are kept informed of this. Staff are calm and nurturing in their approach. They provide comfort to children who are unsettled. However, leaders need to ensure that staff consistently respond swiftly to children when they show signs of hunger or tiredness, in order to fully promote children's wellbeing.

Leadership and governance: Expected standard

Leaders monitor staff practice through observations. Some leaders are able to identify some areas that can be developed even further. They have taken positive steps to improve privacy for children, particularly in the outdoors environment. Leaders recognise that they need to continue to evaluate the overall quality of the setting to ensure there is consistent analysis of the setting's strengths and areas for improvement.

Induction processes are effective. This enables new staff to have a secure understanding of some of the setting's key policies and to become familiar with their roles and responsibilities. Leaders understand that they need to continue to support staff who are newer to their posts to develop their knowledge of the curriculum. Staff receive regular supervision meetings from leaders. In these meetings, staff are generally supported to reflect on their own practice. Leaders talk to staff about their performance and together they identify training needs. Leaders prioritise staff wellbeing. They make adaptations where necessary with a key aim of reducing staff workload.

Parents speak positively about the setting and staff. They state that they can see some of the progress their child has made in their development, particularly in their speech, confidence and independence. Staff find out key information about children's needs and development from parents or carers. They give parents feedback about their child's day and development. Staff share children's next steps and development plans with parents. Leaders provide parents with advice and support and refer them to other agencies, organisations or professionals for further support where required. Consequently, parents and children receive the support they need. In addition, parents know how they can support their child's learning.