Inayah Daycare Limited

Inspection of Inayah Daycare Limited 214 Bacchus Road, Birmingham B18 4RE

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children are warmly welcomed into this nursery by friendly, caring staff. A range of exciting and engaging activities are planned for children that reflect their personal interests. This helps children to settle quickly and happily. Children new to the nursery are given reassuring hugs and smiles as they listen to stories read by attentive staff.

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The provision is good

Children develop a good understanding of mathematical concepts and numbers. As children play, staff sing counting songs with them and identify opportunities to talk about shapes and size. For example, when using play dough to make models, children are encouraged to name and count the number of sides on the shapes they make. Staff support children's language development as they encourage children to compare the size of their models and they use language, such as bigger, smaller and longest, to describe their work.

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The provision is good

Staff consistently praise children's efforts and achievements as they learn and play alongside their friends. As a result, children play happily, taking turns, sharing, and helping each other. Children's behaviour is good, staff use timely and gentle reminders of nursery rules to support this. Staff support children to learn about healthy lifestyles. As children eat their fruit snacks, they talk to them about how fruit and milk are good for them and will help them to grow.

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need to do better?

n The manager has a good understanding and talks knowledgably about early childhood development. She plans a curriculum that focuses on the areas of communication and language and physical and personal development. Children's learning is planned around seasonal topics that also supports them to develop a knowledge and understanding of the world around them. n Staff take time getting to know children during settling-in sessions, before completing an initial assessment of their learning and development. They use this assessment and ongoing observations of children's learning to identify their next steps in learning. Staff then plan engaging and exciting activities that reflect both children's interests and development needs. All children, including those with special educational needs and/or disabilities (SEND), make good progress as a result. n Staff support children's language and communication development well,

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need to do better?

including those children whose first language is not English. Staff share and model new vocabulary. For example, when digging for vegetables outside, staff use and repeat the names of unfamiliar vegetables for children. However, staff do not always make the most of these opportunities to interact and engage with children in conversation that develops their language further and deepens their

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need to do better?

3 May 2024 understanding. For example, talking about how and why vegetables are grown. n Staff recognise the value of supporting children to learn mathematics and writing skills in preparation for their transition to school. However, they do not always recognise the importance of children gaining good social and independence skills that will promote their confidence in advance of this transition. That said, children do learn how to put on their coats and shoes and, at snack times, they pour their own drinks. All children take part in tidying away toys and resources at the end of play sessions. n Good behaviour and children's achievements are consistently praised by staff. For example, children who have been recognised for acting kindly towards others have their name added to the 'kindness tree' in celebration. This helps children to recognise and learn positive behaviours and build self-esteem. n Staff support children's physical development as they are encouraged to be

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need to do better?

active, riding bikes and climbing slides in the outdoor space. Children develop fine motor skills as they manipulate, squash and shape play dough to make rainbows and pizzas. n The manager observes and monitors the quality of teaching and learning across the nursery. She ensures that staff benefit from opportunities to develop their knowledge and skills that will improve outcomes for children. Staff appreciate opportunities to develop their practice and they feel supported by the manager. n Positive parent partnerships are established. Parents speak highly of the nursery and the staff. They comment that they know what their children are learning. Parents feel that their children make good progress. They appreciate the homework ideas regularly sent home to help them support their children's learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n strengthen and consistently promote interactions with children that effectively supports their language development and deepens understanding of their learning n recognise and support children to develop the knowledge and skills that will contribute to their smooth and confident transition to school life.

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Setting details

Unique reference number EY494211 Local authority Birmingham Inspection number 10347261 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Sessional day care

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inspection

Total number of places 40 Number of children on roll 28 Name of registered person Inayah Daycare Limited

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reference number

Telephone number 07482793862 Date of previous inspection 11 September 2018

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Information about this early years setting

Inayah Daycare Limited registered in 2015. The nursery employs five members of childcare staff. All staff members hold appropriate early years qualifications at level 2, 3 and 5. The nursery opens from 9am to 3.30pm, Monday to Friday during term time. The nursery provides funded early education for two-, three- and four-year- old children.

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Inspection activities

n This was the first routine inspection the provider received since COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The manager joined the inspector on a learning walk and talked to the inspector about the curriculum and what they want children to learn. n The inspector completed a joint observation with the manager. n The inspector observed the quality of education during activities and assessed the impact this has on children's learning. n Parents shared their views of the nursery with the inspector.

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Inspection activities

We carried out this inspection 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.

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Inspection activities

3 May 2024 regulates and inspects to 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.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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