Zahra Childcare Centre

Inclusion: Needs attention

Leaders do not have accurate enough oversight of the implementation of the strategies recommended by external agencies. Some staff have not yet not received training that focuses on helping them apply these approaches effectively. As a result, the way staff communicate and interact with children with barriers to their learning is variable across the staff team. The need for staff training has been identified by leaders, and there is a broad programme of professional development for staff. However, this needs to be more targeted to improve practice.

There are many children within the nursery who have barriers to their learning, for example children who speak English as an additional language, children with special educational needs and/or disabilities and socioeconomically disadvantaged children. There is a welcoming environment where these children feel safe and secure. Leaders identify children's emerging needs and seek support and advice from external specialists quickly. Staff generally meet the needs of these children appropriately. They share any concerns about children effectively with their parents and carers. Leaders consider the use of funding and identify the use of outdoors as an area that children in their nursery may lack. They plan to purchase all-weather suits so that children can experience the outdoors all year round. This gives children opportunities for learning that they might not get at home.

Curriculum and teaching: Needs attention

Leaders have a secure understanding of what they want children to learn during their time in nursery. However, they have only recently taken action to design and improve the curriculum and teaching across the nursery. The implementation of the curriculum does not fully align with what children already know and can do. Assessment of children's progress and planning for their learning is not accurate enough. Some staff do not adapt their teaching to the specific children's progress and what they need to learn next.

Leaders can identify some of the weaknesses in staff teaching practice, but strategies to monitor and implement change are not yet effective for a high-quality, ambitious curriculum to be seen consistently. For example, leaders and staff highlight communication and language development as a focus for the children. However, staff occasionally struggle to implement strategies that are effective at closing the gaps in their knowledge. Interactions and teaching lack depth, and the questioning style of staff is sometimes repetitive. This does not support children to think, hear and respond to words well enough.

Children's physical development is given high priority. All children enjoy daily outdoor play. They delight in racing on scooters with their friends in the garden. There are lots of opportunities to be physically active and develop their social skills, with the use of play equipment such as bicycles, swings and obstacles to balance on. Staff introduce some mathematical concepts, such as size comparison and capacity. Staff encourage children to try new tasks for themselves and promote children's independence. This builds children's confidence and resilience.

Achievement: Needs attention

Inconsistencies in the quality of teaching affect the overall achievement of some of the children within the nursery. Some children gain age-appropriate skills across the different areas of learning. They achieve a basic level of communication that allows them to be understood by their peers. Generally, children listen to and follow instructions. They know to line up nicely before moving around the nursery. Most children progress well with their independence. They learn to manage their own personal care needs with increasing skill. They know to wash their hands after playing outside and before mealtimes. They are learning about healthy lifestyles and how to keep themselves and others safe. Children demonstrate adept gross motor physical skills, and they gain increasing control as they run, jump and balance on equipment.

Behaviour, attitudes and establishing routines: Needs attention

Sometimes, staff do not have the specific knowledge of the most effective strategies to implement when younger children argue over resources. The expectations for behaviour are not consistently understood and embedded into staff practice. Leaders have recognised this, and there is a training plan to support staff with this understanding. Leaders identify rooms that need the most support, and they deploy themselves as role models for other staff to learn from. Some staff do not adapt activities and the routine to the age and stage of the children participating. As a result, these children sometimes lose interest and focus on learning.

Staff regularly praise children and encourage them to persevere with tasks. Most older children listen to and follow instructions, and they generally behave well. They know to line up before they move around the nursery and sit calmly for snack and mealtimes. Younger children enjoy tidying up resources and helping with simple tasks. Children enjoy choosing activities and working alongside others. Leaders prioritise attendance and monitor this closely so that children benefit from regular sessions. This helps ensure that the most vulnerable children access early education and establish positive habits ready for school.

Children's welfare and wellbeing: Expected standard

Leaders and staff create a nurturing and welcoming environment where all children feel they belong. All children are happy and settled. There is an effective key-person system. Babies have their personal care needs met sensitively and with respect. Staff meet the emotional needs of children well. They support children to recognise and manage their emotions. They use stories and props to explain emotions, such as 'happy', 'sad' and 'nervous'. Children spontaneously approach staff for cuddles, and staff respond with warmth. The close bonds are clearly evident between them, and children demonstrate they feel safe and secure in their care.

Staff are responsive to the children's wellbeing and recognise if children need time to rest or something to eat. Children have opportunities to explore and be physically active. They eat healthy and nutritious snacks and have access to fresh drinking water throughout the day. Children become increasingly independent in managing their own personal needs. They know how to wipe their noses, wash their hands and be independent with toileting.

Leadership and governance: Needs attention

Leaders have a general understanding of the nursery's strengths and priorities for improvement. They have sought additional support from an early years consultant to improve the overall quality and care children receive. However, this is in its early stages, and the improvements they need have not been brought about quickly enough. Staff do not receive the targeted training and professional development they need to be fully effective in their roles and responsibilities. This affects the overall quality of their practice and outcomes for children.

Staff say they are happy in their roles, they feel their wellbeing is a priority and they have a balance to their workloads. Leaders and staff engage with parents in a variety of ways and act as support for wider aspects of community life. For example, staff support families with funding forms and applications where there might be a language barrier. This builds a culture of respect and understanding for others.