Muhammadi Nursery

Inclusion: Expected standard

Leaders and staff know their children and families well. They are quick to identify individual children's needs. They work in partnership with parents and other agencies to provide appropriate interventions to help meet children's needs. Staff work closely with children and use strategies consistently through their daily interactions with children.

Leaders carefully monitor and review additional funding that they are in receipt of, and this is used well to support individual children's learning and development. For example, leaders use funding to provide extra experiences to enhance children's physical development. Furthermore, recent training to increase children's communication and language skills has helped staff to extend their knowledge and skills. This benefits children's physical strength and coordination and helps close gaps quickly in their speech, language and communication.

Staff are supported well to understand all children's needs, including children with special educational needs and/or disabilities. Children's progress is regularly assessed and monitored. Leaders and staff work collaboratively to ensure children get the right support at the right time, including making timely referrals.

Curriculum and teaching: Expected standard

Leaders have designed an ambitious curriculum for all children. It is planned to continually build and enhance children's skills in preparation for their next stage of development and readiness for school.

Leaders and staff place a sharp focus on children's physical development from the earliest age. For example, younger children develop their fine motor skills by using tools to cut up play dough and build puzzles. Older children enjoy telling adults what their marks mean as they draw and paint. Staff help develop children's mathematical skills, such as encouraging them to count as the cups are handed out at mealtimes.

Interactions with children are positive. Staff get down to children's level when speaking to them and make good eye contact. They provide a narrative to children's play, encouraging back-and-forth conversations and introducing new vocabulary. Additionally, staff use children's home languages to help them to understand the meaning of English words.

Children engage in singing songs and rhymes. They join in confidently and use actions as they sing. Furthermore, children are developing a love for books. Staff share books with children and talk about the pictures and characters. This helps children to build on their early literacy skills.

Achievement: Expected standard

Typically, children are making progress from their starting points. They are gaining the skills they need to prepare them for their future learning, including moving on to school. Children of all ages develop sound communication and language skills. For example, during group sessions they confidently express their ideas and thoughts when discussing the importance of road safety. Children with special educational needs and/or disabilities and those who may be disadvantaged learn to communicate by using visuals and signs.

Children develop their physical skills. They enjoy playing on ride-on toys in the garden, learning to negotiate space. Children practise new skills, such as using cutlery at mealtimes to feed themselves. They develop self-help skills, independently managing their own toileting and handwashing routines.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have high expectations of children's behaviour. Children play well together. Staff praise children when they listen and follow instructions. This helps children to feel proud and understand what is expected of them. Children have secure attachments with their nurturing key persons. They have typically built warm and respectful relationships. Staff understand how children learn, and they adapt their approach by using strategies to help them. For example, they use visual cards and words in other languages to support children who speak English as an additional language.

Children are developing their independence and follow routines well, including children who are new to the setting. Staff encourage children to do things for themselves, such as pouring their own drinks and cutting up their own fruit. However, at times, staff do not fully consider the organisation of some routines, such as snack times. For example, during some routines younger children have to wait for long periods and become restless and distracting to other children.

Leaders ensure they monitor and evaluate children's attendance. They support children and families and provide the help they need to develop attendance routines. For example, leaders and staff work with other professionals and the local community to help families overcome barriers to attendance.

Children's welfare and wellbeing: Expected standard

Leaders and staff have created a safe and welcoming environment for all children. Children enjoy their play and are eager to learn. They happily leave their parents, hang up their coats and get ready for their day. This helps to promote children's wellbeing and independence.

Hygiene practices for all children are met appropriately. Children are becoming increasingly independent in managing their own personal needs. For example, children go to the toilet, wash their hands and serve their own food. Meals are nutritious. Staff ensure they meet children's dietary requirements and allergies. They are good role models. Staff use mealtimes to talk to children about healthy foods. They show children how to chop up their food and promote good manners. Children enjoy mealtimes with their friends. Furthermore, staff have worked in collaboration with parents to help them better understand the importance of healthy nutritious meals and tooth brushing through initiatives that the setting has introduced.

Staff help children to understand risks. They provide children with the knowledge they need to keep safe when outdoors. For example, during a road safety session, staff talk to children about holding hands, listening and staying with adults.

Leadership and governance: Expected standard

Leaders are reflective, passionate and committed. They are continuously improving what they offer the children and their families. Leaders understand the strengths and areas for development of the setting. They are knowledgeable and always have the children at the heart of their decision-making. Leaders ensure that all children benefit from the same range of enriching learning experiences.

Leaders support staff wellbeing and professional development. They ensure staff receive training to develop the essential knowledge and skills they need to support children facing barriers to their learning. The opportunities for training are highly valued by staff and they feel well supported by leaders.

Partnerships with parents have a positive impact on children's learning. Leaders and staff provide a warm welcome for all children and families. Communication and information shared with parents help them to understand about their children's learning and development. Staff regularly update parents and share ideas on how they can support their children at home. Parents comment on how caring the staff are and how much progress their children have made.