Iqra Preschool

Inspection of Iqra Preschool 57 - 59 Gladstone Avenue, London E12 6NR

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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 Not applicable

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The provision is good

Staff are cheerful and warmly greet children as they arrive. This helps children to feel welcome and they develop a sense of belonging. Children demonstrate kindness to one another and listen to what the staff tell them. Staff reinforce expected behaviours and remind children frequently of the boundaries. For example, children are reminded to use 'walking feet' indoors. This helps children to develop an understanding of being safe. Children behave well.

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The provision is good

Children develop their independence. For example, children find their own snack bags and their picture and names to sign in and get ready for garden time. Children enjoy taking responsibility for small tasks, such as helping staff to tidy up and handing their peers resources when painting.

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The provision is good

All children, including those from disadvantaged backgrounds and with special educational needs and/or disabilities (SEND), make good progress from their starting points. Staff liaise with other professionals and follow their advice. They use this information to provide targeted support for children. Staff promote children's communication and language skills effectively. Throughout their interactions, they provide a dialogue, repeat words and phrases and introduce new words to extend children's vocabulary. Children talk with confidence as staff listen with interest to what they say.

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need to do better?

n Leaders are committed to providing a curriculum to ensure that all children, including those with SEND and who are disadvantaged, develop the knowledge and skills they need for the next stage of learning. Staff assess children's development to find out what they already know and can do. They use this information to identify any emerging gaps and plan for children's next steps. n Leaders have a clear intent of what they would like children to know and learn. As a result of this, leaders have created a well-planned curriculum. Activities are based around the children's interests and topics, and children are encouraged to join in. n Children enjoy an array of activities where they can explore and investigate their surroundings. Staff ask questions, but these do not always encourage children to make links in their learning, such as thinking about and recalling information from previous activities. This does not fully encourage children to widen their

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need to do better?

knowledge and skills they are learning. n Staff promote children's literacy skills well. They regularly read books to children and encourage children to look at books independently. Staff show children how to write their names on whiteboards, when they show interest in this, and encourage them to have a go. These experiences support children's early literacy

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need to do better?

10 October 2024 skills. n Children's physical development is well supported. Children access outdoor activities regularly. They develop their large muscles as they climb the steps of the slide and ride wheeled toys. Staff remind them to take turns so they do not bump into each other. Children use their small hand muscles as they manipulate play dough and make marks using chalk and paint. This supports children's emerging early writing skills. n Children have opportunities to develop their mathematical skills. Children keenly count and recognise numerals. Staff encourage mathematical language and they explain to children which is the 'bigger' tower. Children eagerly recognise shapes as they jump from shape to shape in the outdoor area. This supports all children to develop their mathematical awareness. n Partnership with parents is effective at this nursery. Parents comment that children are happy to attend, staff are friendly, and they feel supported as a

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need to do better?

whole family unit. They see their children making progress and receive information daily about what children have been doing. n Staff work well as a team. Leaders show a high regard for staff well-being, ensuring they feel appreciated, which helps them in fulfilling their roles and developing their practice. Their qualifications have a positive impact on many aspects of their practice. Staff have upcoming training to attend to improve their knowledge and skills further. Despite this, although new to post, leaders are yet to implement supervision sessions and monitoring of staff practice where new initiatives have been introduced. This means that leaders do not know staff's strengths or areas they need to improve.

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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 the children's interests first.

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should:

n support staff to recognise when opportunities arise to extend children's learning further n strengthen the monitoring of staff to help raise practice to a higher level.

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Setting details

Unique reference number 2690308 Local authority Newham Inspection number 10360159 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 42 Number of children on roll 28 Name of registered person Iqra School Ltd

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reference number

Telephone number 020 8001 6986 Date of previous inspection Not applicable

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Information about this early years setting

Iqra Preschool registered in 2022. It is situated within the London Borough of Newham. The pre-school operates from Monday to Friday, 9.15am to 3.45pm, and offers morning and afternoon sessions, as well as all day. The pre-school employs five staff, including the manager, all of whom hold an early years qualification at level 3. The pre-school offers the government funded places for childcare.

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Inspection activities

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 Staff spoke to the inspector during the inspection. n The special educational needs coordinator spoke to the inspector about how they support children with SEND. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector observed the interactions between staff and children. n The inspector carried out a joint observation of a small-group activity with the manager. n Parents shared their views of the pre-school with the inspector. 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

10 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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