Darul Madinah London

Inspection of Darul Madinah London 238 Romford Road, London E7 9HZ

p.1

Overall effectiveness Good

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

p.1

The provision is good

Children demonstrate that they are happy and feel safe at this pre-school. Staff are caring and provide a welcoming environment, helping children to settle quickly and feel secure. Children who are new to the setting receive extra support and become distracted easily, helping to build attachment with staff from the beginning. Staff thoughtfully plan an array of experiences, focusing on their interests and abilities. Children become engaged in their play, such as filtering through sand to find different objects and creating their own sand creations. Staff are attentive and role models with the children, engaging in play with them to encourage their learning.

p.2

The provision is good

Staff have high expectations for children's behaviour and support them to understand positive behaviours. For example, encouraging children to share or have good manners. Children are confident and express their needs to the staff. Staff are responsive and listen to them. Such as children who may become upset are reassured quickly. Staff recognise children's interests, using this as a distraction. Staff praise children and understand the importance of children feeling understood. As a result, children seek out staff to share experiences with them, such as asking them to join in an activity. This supports children's self-confidence and sense of belonging.

p.2

The provision is good

The pre-school is at the heart of an Islamic community. Leaders and staff are passionate about ensuring the setting is inclusive and all children are respected and included. Children and their families feel valued and have a strong sense of belonging. For example, staff understanding what makes them unique, such as different cultures.

p.2

need to do better?

n Leaders, alongside their staff, are dedicated to providing the best possible outcomes for children. Together, they have worked hard to address previous weaknesses identified at their last inspection. Leaders have placed emphasis on safeguarding children, alongside improving the quality of teaching. Leaders have ensured staff receive regular and effective supervision, identifying areas of improvement through observations and external support. Targeted training influences staff practice, in turn, positively impacting the experience for children. n Staff implement a well-planned curriculum. Offering children meaningful play across all learning areas, focusing on their interests and next steps in learning. This supports children in making good progress. For example, staff take time to assess children during the settling back from the summer holidays period, identifying gaps while building connections with them.

p.2

need to do better?

n Generally, children's language and communication skills are promoted well through interactions. However, on occasion, staff do not consistently allow

p.2

need to do better?

19 September 2025 children time to process questions and reply. Additionally, they do not use a range of strategies to help children who speak English as an additional language. This does not effectively increase their vocabulary and communication skills. n Staff promote healthy lifestyles and choices. For instance, they ensure children have regular challenging physical exercise. Staff promote care routines, such as wiping their own nose or washing their hands. During snack time, staff show children images of healthy food and discuss the benefits of the food they are currently eating with them. n Staff have good relationships with agencies that offer support for children with special educational needs and/or disabilities (SEND). They seek advice and integrate effective strategies to support children with SEND, such as building independence and social skills during meal times. n Staff engage in play alongside children and initiate meaningful conversations.

p.2

need to do better?

However, children and staff are sometimes unclear about what is happening next. This is because staff have not effectively used the systems put in place by leaders. Consequently, children who find transitions of daily routines difficult become unsettled and are not ready to engage in the next part of the routine. n Parents are actively involved in children's learning. They speak highly about how caring the staff are. Staff provide regular feedback through various means of communication, such as an online app, verbal discussions, emails, and newsletters. This helps parents to understand what is happening at the setting and how to support learning at home. n Staff design the curriculum to support children to become independent. Throughout the year, they adapt routines to develop children's independence further, such as encouraging children to self-register when they arrive. For example, they progressively change how children find their own name and self-

p.3

need to do better?

register. Children, in turn, become more aware of their surroundings and confident in their independence skills. For instance, children help themselves to resources to make their own malleable material, experimenting in mixing the different ingredients.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n strengthen staff's interactions even further to enhance the quality of interactions to consistently challenge children's learning, especially children who speak English as an additional language

p.3

should:

19 September 2025 n support all children further to understand what is happening now and next during their daily routines.

p.3

Setting details

Unique reference number 2675503 Local authority Newham Inspection number 10380124 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

p.5

inspection

Total number of places 16 Number of children on roll 19 Name of registered person Darul Madinah London Limited

p.5

reference number

Telephone number 02085342786 Date of previous inspection 25 November 2024

p.5

Information about this early years setting

Darul Madinah London registered in 2022. It is located in the London Borough of Newham. The nursery operates Monday to Friday, from 9am to 3pm, term time only. The nursery employs four staff, and all hold a relevant level 3 childcare qualification. The nursery follows an Islamic ethos.

p.5

Inspection activities

n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children spoke with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. 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 observed the interactions between staff and the children. n The manager and the inspector carried out a joint observation during snack time. 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.

p.6

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.

p.6

Inspection activities

19 September 2025 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.

p.6

Inspection activities

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.7

Inspection activities

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.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7