Rawdatul Atfaal

What is it like to attend this early years setting?

Children enjoy coming to this nurturing and inclusive nursery. Staff speak to each parent during arrival to ensure a smooth transition from home to nursery. They encourage children to follow their interests. For example, when children want to carry on looking for insects outside, they are free to do so instead of coming in with their friends. Staff also provide opportunities for children to make choices, such as creating things out of junk modelling. This promotes children's concentration and helps them develop a positive attitude to learning.

Staff maintain high expectations for children and consistently encourage them to be independent. They support children to hang up their belongings as they arrive, which helps them take responsibility and feel a sense of pride in their achievements.

The curriculum is carefully structured to build children's knowledge and skills, step by step. Leaders have identified communication as a key focus. Staff use repetition of familiar vocabulary, visual aids and songs to promote children's language. Older children clap out the number of syllables in words which strengthens their listening skills. Leaders also share ideas with parents, such as using 'peek-a-boo' games with babies to extend language learning at home. This helps children make strong progress in their communication and prepares them well for future learning.

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

• Children learn to recognise and manage their emotions. Staff use puppets to explore feelings, such as sadness, and show how children can support each other. Staff use emotions boards and self-regulation visuals to prompt discussion and reinforce these strategies. Children begin to express their emotions with confidence and manage their feelings more effectively.
• Staff notice when children need extra help and adapt support to meet their needs. They use resources, including pictures, 'now and next' boards and simple timetables to help children manage changes in routine. Staff also provide breaks and timers so children can join in at their own pace. This approach helps children move smoothly between activities. All children, including those with special educational needs and/or disabilities, feel secure throughout the day.
• Children explore the wider world through stories, music and art about different cultures and families. Staff model respect and tolerance, encouraging children to ask questions and celebrate differences. These experiences help children understand diversity, fairness and respect, preparing them for life in a multicultural society.
• Staff help children explore numbers and counting through games and songs. They encourage children to match quantities, sort objects and recognise patterns. Staff ask questions that help children think and compare amounts. These activities help children build early mathematical skills.
• Staff support children's physical development through play. For example, children climb and balance on planks and tyres, with staff modelling safe movements and offering encouragement. This helps children develop strength, coordination and spatial awareness, enabling them to take measured risks confidently during play.
• Staff manage behaviour by reinforcing routines and praising children when they follow instructions. Staff use clear, simple explanations to help children understand why certain actions are expected. Visual reminders, such as posters of rules, support children in remembering the routines. Staff encourage children to take turns, listen to others, and participate cooperatively during group activities. These strategies help children develop respect for others.
• Staff gather information from parents to find out what children enjoy. They use this to plan activities based on children's interests and decide what to teach next. However, sometimes activities are not planned or delivered as effectively to teach the intended knowledge and skills. As a result, children do not always fully benefit from the planned learning opportunities.
• Leaders are passionate about providing high-quality care and education for all children. They work closely with local schools to understand what children need to know for the next stage of learning. Funding is used strategically to enhance children's development. For example, by supporting staff training and providing enrichment experiences such as visits from animals. This approach ensures children enjoy learning and make good progress in all areas of development.

What the setting must and should do next

The provider should:

• support staff to have a clearer intention of what they want children to learn during planned activities.