Rawdatul Atfaal

Inspection of Rawdatul Atfaal Madani Girls School, Myrdle Street, London E1 1HL

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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

Children enjoy coming to this nurturing and inclusive nursery. Staff speak to each parent during arrival to ensure a smooth transition from home to nursery. They encourage children to follow their interests. For example, when children want to carry on looking for insects outside, they are free to do so instead of coming in with their friends. Staff also provide opportunities for children to make choices, such as creating things out of junk modelling. This promotes children's concentration and helps them develop a positive attitude to learning.

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The provision is good

Staff maintain high expectations for children and consistently encourage them to be independent. They support children to hang up their belongings as they arrive, which helps them take responsibility and feel a sense of pride in their achievements.

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The provision is good

The curriculum is carefully structured to build children's knowledge and skills, step by step. Leaders have identified communication as a key focus. Staff use repetition of familiar vocabulary, visual aids and songs to promote children's language. Older children clap out the number of syllables in words which strengthens their listening skills. Leaders also share ideas with parents, such as using 'peek-a-boo' games with babies to extend language learning at home. This helps children make strong progress in their communication and prepares them well for future learning.

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need to do better?

n Children learn to recognise and manage their emotions. Staff use puppets to explore feelings, such as sadness, and show how children can support each other. Staff use emotions boards and self-regulation visuals to prompt discussion and reinforce these strategies. Children begin to express their emotions with confidence and manage their feelings more effectively. n Staff notice when children need extra help and adapt support to meet their needs. They use resources, including pictures, 'now and next' boards and simple timetables to help children manage changes in routine. Staff also provide breaks and timers so children can join in at their own pace. This approach helps children move smoothly between activities. All children, including those with special educational needs and/or disabilities, feel secure throughout the day. n Children explore the wider world through stories, music and art about different

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need to do better?

cultures and families. Staff model respect and tolerance, encouraging children to ask questions and celebrate differences. These experiences help children understand diversity, fairness and respect, preparing them for life in a multicultural society. n Staff help children explore numbers and counting through games and songs. They encourage children to match quantities, sort objects and recognise

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need to do better?

19 September 2025 patterns. Staff ask questions that help children think and compare amounts. These activities help children build early mathematical skills. n Staff support children's physical development through play. For example, children climb and balance on planks and tyres, with staff modelling safe movements and offering encouragement. This helps children develop strength, coordination and spatial awareness, enabling them to take measured risks confidently during play. n Staff manage behaviour by reinforcing routines and praising children when they follow instructions. Staff use clear, simple explanations to help children understand why certain actions are expected. Visual reminders, such as posters of rules, support children in remembering the routines. Staff encourage children to take turns, listen to others, and participate cooperatively during group activities. These strategies help children develop respect for others.

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need to do better?

n Staff gather information from parents to find out what children enjoy. They use this to plan activities based on children's interests and decide what to teach next. However, sometimes activities are not planned or delivered as effectively to teach the intended knowledge and skills. As a result, children do not always fully benefit from the planned learning opportunities. n Leaders are passionate about providing high-quality care and education for all children. They work closely with local schools to understand what children need to know for the next stage of learning. Funding is used strategically to enhance children's development. For example, by supporting staff training and providing enrichment experiences such as visits from animals. This approach ensures children enjoy learning and make good progress in all areas of development.

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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 support staff to have a clearer intention of what they want children to learn during planned activities.

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Setting details

Unique reference number 2732949 Local authority Tower Hamlets Inspection number 10399602 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 50 Number of children on roll 36 Name of registered person Rawdatul Atfaal Ltd

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reference number

Telephone number 07909788766 Date of previous inspection Not applicable

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Information about this early years setting

Rawdatul Atfaal registered in May 2023 and is situated in the Whitechapel area of the London Borough of Tower Hamlets. They are open on weekdays from 8am to 6pm during term time. There are 14 members of staff. Of these, one holds a relevant qualification at level 7, seven hold an appropriate qualification at level 3 and two hold an appropriate qualification at level 2. The nursery provides government funded education.

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Inspection activities

n The manager and the inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Children interacted with the inspector throughout the inspection. n Leaders and the inspector carried out a joint observations of a group activity. n Parents shared their views of the nursery with the inspector. n The inspector spoke with the manager, nominated individual and special educational needs coordinator about the leadership and management of the nursery. n Leaders provided the inspector with a sample of key documentation on request.

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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

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.

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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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