Rahma Childcare

Rahma Childcare Somali Development Service, 39-39a Abingdon Road, LEICESTER LE2 1HA

p.1

Inspection date 9 January 2019 Previous inspection date 21 March 2018

p.1

This inspection: Good 2

Previous inspection: Requires improvement Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

p.1

This provision is good

n The manager and staff have addressed actions raised at the last inspection and have made significant improvements to practice. The manager supports staff well, for example, through one-to-one meetings. Children make good progress in their learning. n Staff support children well who speak English as an additional language. They use key words in children's home language that helps them to develop their understanding. Parents who speak English as an additional language are made aware of the policies and practice at the nursery. n Staff have procedures in place that help children to learn about how they can keep themselves safe. When they take children into the community, such as the park, they talk to them about road safety. n Staff supervise children well. They stand close to the younger children when they climb steps on a slide and are available to offer support if needed. n Children arrive happy and demonstrate that they are emotionally secure. They enjoy

p.1

This provision is good

playing with friends and staff, and demonstrate good social skills. n Staff work hard to establish a positive relationship with parents. They speak daily and share information about their children's learning and development. n Staff do not consistently gather information about children's abilities on entry. They do not plan as precisely as possible for children's learning at the start of their placement. n Staff have improved their teaching skills considerably since the last inspection. However, the manager has not explored further opportunities to help raise the quality of teaching to an even higher level.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n gather more information about children's prior learning and experiences on entry to help staff plan more precisely and to provide opportunities for children to achieve at the highest levels n explore a wider range of opportunities for continuous professional development for staff, that is sharply focused on raising the quality of teaching to an outstanding level.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning. n The inspector spoke with staff and children during the inspection. n The inspector completed a joint observation with the nursery manager. n The inspector held a meeting with the nursery manager and provider. She looked at relevant documentation and evidence of the suitability of staff working in the nursery. n The inspector spoke to several parents during the inspection and took account of their views.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. Staff know the signs that may suggest a child is at risk of harm. The manager provides information through visual displays to parents and visitors, about how children's safety is promoted in the nursery. Safety checks are completed prior to children arriving and hazards are removed. Recruitment procedures are robust. A thorough induction procedure for new staff, helps to ensure that they are suitable in their role. When children move on to school, the manager and staff share information about children's learning and development. This helps with their continued learning. Staff support parents to make decisions about the schools their children will attend. The manager receives support from the local authority to help identify and implement changes to the outdoor area. This helps to improve experiences for children that reflects their interests and helps them to be motivated to learn.

p.3

Quality of teaching, learning and assessment is good

Staff observe and assess children's learning. They identify what children need to learn next. Children have opportunities to choose resources and also to join in planned activities. Staff provide plenty of opportunities for children to develop their communication and language skills. They sing nursery rhymes with children, helping them to learn rhyming words. Staff share books with children and point out images on the page. They ask children a good range of questions to help them to extend their thinking skills and to share their knowledge. When children make a snowman using dough, staff provide them with a range of resources, such as beads and ribbon. This helps children to develop their creative skills. Parents say that their children talk positively about the nursery and their friends when they are at home.

p.3

Personal development, behaviour and welfare are good

Children behave well and develop a good understanding of the routine of the day. Older children share jokes with the staff. This shows the good relationship they have with them. Children enjoy being physically active. Staff take children to use the host community centre's soft-play facilities. Children move confidently across an obstacle course, demonstrating their balance and coordination. Staff provide children with plenty of resources and toys that children access independently to promote their interests. Staff find out about children's medical and dietary requirements when they first start attending. They provide opportunities for children to clean their teeth after mealtimes, promoting good oral hygiene.

p.3

Outcomes for children are good

Children use mathematical language in their play. They count to four before they jump off soft-play shapes. Children demonstrate good hand-to-eye coordination. They use tools for a purpose, such as spades to scoop and pour sand. Children develop the muscles in their hands, for example, when they place pegs in a board and roll dough in their hands. This helps them in preparation for early writing skills. Children learn about different cultures and develop their awareness of the wider world. They make good progress in their learning and develop skills for future learning.

p.3

Setting details

Unique reference number EY393154 Local authority Leicester Inspection number 10084834 Type of provision Full day care

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childcare on non-domestic premises Age range of children 2 - 4 Total number of places 50 Number of children on roll 14 Name of registered person Somali Development Services CIC

p.4

reference number

Date of previous inspection 21 March 2018 Telephone number 01162855888

p.4

reference number

Rahma Childcare registered in 2009. The nursery employs five members of childcare staff. Of these, four hold appropriate early years qualifications at level 3. The nursery opens from Monday to Friday during term time. Sessions are from 8.30am until 5.30pm. The nursery provides funded early education for two-, three- and four-year-old children.

p.4

reference number

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

p.4

reference number

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

p.4

reference number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

reference number

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.5

reference number

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

reference number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.5