Al - Noor Nursery

Inspection of Al - Noor Nursery Batley Carr Community Centre, Hyrstlands Road, BATLEY, West Yorkshire WF17 7JT

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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

Staff greet children and families warmly at the start of the session. Staff are caring and sensitive, offering cuddles and comfort to new starters and children who are shy. This helps them to feel settled and build strong bonds with their key person. Staff have high expectations of children's behaviour. They are kind and thoughtful. Staff model respectful behaviour towards children and each other. This helps children copy their good example. Hence, children's behaviour is very good.

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The provision is good

Leaders are passionate about providing high-quality experiences for children and families. They are enthusiastic and dedicated to children, families and the community. They know them very well. They effectively use this knowledge to create a very stimulating environment and curriculum for children's learning. Leaders have a clear view of what they want children to learn.

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The provision is good

Staff observe children carefully and work with parents well, sharing information through two-way communications. From this, they plan a broad curriculum that builds on what children can do through exciting activities and stimulating environments. Hence, most children are keen to explore, join in activities enthusiastically and concentrate well. As a result, most children make very good progress in their learning and are ready for the next stage in their education.

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need to do better?

n Leaders consult parents to help them decide what to improve in the setting. A current priority identified is developing children's independence skills. For example, staff organise toys to help children make independent choices about what to play with. However, staff overlook chances to teach self-care skills, such as letting children wipe their noses or hang their coats up. n Staff place a high priority on developing children's speech. They listen carefully to children, repeat what they say, teach new words and use correct pronunciation. Staff use a speech and language programme to provide extra support for children that need it. These experiences help all children to make good progress in developing their speaking and listening skills. n Staff offer many chances for children to develop physical skills, like running up a grass banking, climbing and digging outside. Staff plan activities that help children to build their small muscles. For example, they turn the sewing machine

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need to do better?

wheel as they play making clothes and shape play dough. These activities help children build muscles, balance, coordination and dexterity. n Staff effectively promote reading. They provide a wide variety of texts like stories, newspapers, car manuals and recipe books. Children listen intently as staff read enthusiastically to them. Leaders have developed a lending library to encourage reading at home. These experiences help children to develop early

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need to do better?

2 October 2024 literacy skills and enjoy reading books. n Staff weave mathematics throughout the setting and talk about shapes, numbers and measures with children. They talk about shapes as they encourage children to balance blocks. They encourage children to predict and measure how far cars go as they let them go down ramps. This helps children to start to develop their mathematical thinking. n Staff organise children into family groups for chats and activities, like measuring how big the pumpkins have grown. In larger groups, children sing and strum guitars. However, at times staff do not ensure all children, particularly quieter children, are fully involved during group sessions. As a result, some children miss out on the learning opportunities. n Leaders foster children's health and well-being. They inform parents about oral hygiene and teach children to brush their teeth after snack. They promote

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need to do better?

healthy eating and healthy lunch boxes for those children who stay all day at the setting. They grow vegetables in the garden. These activities help children learn to make healthy choices. n Leaders build strong partnerships with others. For example, parents say they feel included and that the setting reflects what is important to them. Staff work well with schools. They share information with them to support children as they start school. n Leaders have high expectations for all children and use additional funds effectively to help those who need more support. They work with specialists to ensure children with additional needs make positive progress. They share their expertise with early years settings.

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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 thar puts children's interests first.

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should:

n develop children's independence and self-care skills n ensure staff manage group times even more effectively so that all children are fully involved in activities.

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Setting details

Unique reference number 311540 Local authority Kirklees Inspection number 10354847 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 30 Number of children on roll 42 Name of registered person Pandor, Safira

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reference number

Telephone number 07850762391 Date of previous inspection 8 November 2018

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Information about this early years setting

Al - Noor Nursery registered in 2000. It operates from Batley Carr Community Centre. The nursery employs ten members of childcare staff, of these nine have a level 3 qualification or above. The nursery opens Monday to Friday, during term time. Sessions are from 8.30am until 3.15pm. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with leaders about the leadership and management of the setting. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of a mathematics activity with the manager. n The inspector spoke to several parents during the inspection and took account of their views. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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

2 October 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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