Muhammadi Nursery

Muhammadi Nursery

Unique reference number (URN): 2763705 Address: Khoja Shia Ithna Asheri Muslim Community Of Birmingham, 17 Clifton Road, Balsall Heath, Birmingham, B12 8SX Type: Childcare on non-domestic premises Registered with Ofsted: 28/11/2023 Registers: EYR Registered person: Khoja Shia Ithna Asheri Muslim Community Of Birmingham CIO

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Typically, children are making progress from their starting points. They are gaining the skills they need to prepare them for their future learning, including moving on to school. Children of all ages develop sound communication and language skills. For example, during group sessions they confidently express their ideas and thoughts when discussing the importance of road safety. Children with special educational needs and/or disabilities and those who may be disadvantaged learn to communicate by using visuals and signs.

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Achievement Expected standard

Children develop their physical skills. They enjoy playing on ride-on toys in the garden, learning to negotiate space. Children practise new skills, such as using cutlery at mealtimes to feed themselves. They develop self-help skills, independently managing their own toileting and handwashing routines.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have high expectations of children's behaviour. Children play well together. Staff praise children when they listen and follow instructions. This helps children to feel proud and understand what is expected of them. Children have secure attachments with their nurturing key persons. They have typically built warm and respectful relationships. Staff understand how children learn, and they adapt their approach by using strategies to help them. For example, they use visual cards and words in other languages to support children who speak English as an additional language.

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Behaviour, attitudes and establishing routines Expected standard

Children are developing their independence and follow routines well, including children who are new to the setting. Staff encourage children to do things for themselves, such as pouring their own drinks and cutting up their own fruit. However, at times, staff do not fully consider the organisation of some routines, such as snack times. For example, during some routines younger children have to wait for long periods and become restless and distracting to other children.

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Behaviour, attitudes and establishing routines Expected standard

Leaders ensure they monitor and evaluate children's attendance. They support children and families and provide the help they need to develop attendance routines. For example, leaders and staff work with other professionals and the local community to help families overcome barriers to attendance.

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Children's welfare and wellbeing Expected standard

Leaders and staff have created a safe and welcoming environment for all children. Children enjoy their play and are eager to learn. They happily leave their parents, hang up their coats and get ready for their day. This helps to promote children's wellbeing and independence.

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Children's welfare and wellbeing Expected standard

Hygiene practices for all children are met appropriately. Children are becoming increasingly independent in managing their own personal needs. For example, children go to the toilet, wash their hands and serve their own food. Meals are nutritious. Staff ensure they meet children's dietary requirements and allergies. They are good role models. Staff use mealtimes to talk to children about healthy foods. They show children how to chop up their food and promote good manners. Children enjoy mealtimes with their friends. Furthermore, staff have worked in collaboration with parents to help them better understand the importance of healthy nutritious meals and tooth brushing through initiatives that the setting has introduced.

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Children's welfare and wellbeing Expected standard

Staff help children to understand risks. They provide children with the knowledge they need to keep safe when outdoors. For example, during a road safety session, staff talk to children about holding hands, listening and staying with adults.

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Curriculum and teaching Expected standard

Leaders have designed an ambitious curriculum for all children. It is planned to continually build and enhance children's skills in preparation for their next stage of development and readiness for school.

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Curriculum and teaching Expected standard

Leaders and staff place a sharp focus on children's physical development from the earliest age. For example, younger children develop their fine motor skills by using tools to cut up play dough and build puzzles. Older children enjoy telling adults what their marks mean as they draw and paint. Staff help develop children's mathematical skills, such as encouraging them to count as the cups are handed out at mealtimes.

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Curriculum and teaching Expected standard

Interactions with children are positive. Staff get down to children's level when speaking to them and make good eye contact. They provide a narrative to children's play, encouraging back-and-forth conversations and introducing new vocabulary. Additionally, staff use children's home languages to help them to understand the meaning of English words.

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Curriculum and teaching Expected standard

Children engage in singing songs and rhymes. They join in confidently and use actions as they sing. Furthermore, children are developing a love for books. Staff share books with children and talk about the pictures and characters. This helps children to build on their early literacy skills.

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Inclusion Expected standard

Leaders and staff know their children and families well. They are quick to identify individual children's needs. They work in partnership with parents and other agencies to provide appropriate interventions to help meet children's needs. Staff work closely with children and use strategies consistently through their daily interactions with children.

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Inclusion Expected standard

Leaders carefully monitor and review additional funding that they are in receipt of, and this is used well to support individual children's learning and development. For example, leaders use funding to provide extra experiences to enhance children's physical development. Furthermore, recent training to increase children's communication and language skills has helped staff to extend their knowledge and skills. This benefits children's physical strength and coordination and helps close gaps quickly in their speech, language and communication.

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Inclusion Expected standard

Staff are supported well to understand all children's needs, including children with special educational needs and/or disabilities. Children's progress is regularly assessed and monitored. Leaders and staff work collaboratively to ensure children get the right support at the right time, including making timely referrals.

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Leadership and governance Expected standard

Leaders are reflective, passionate and committed. They are continuously improving what they offer the children and their families. Leaders understand the strengths and areas for development of the setting. They are knowledgeable and always have the children at the heart of their decision-making. Leaders ensure that all children benefit from the same range of enriching learning experiences.

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Leadership and governance Expected standard

Leaders support staff wellbeing and professional development. They ensure staff receive training to develop the essential knowledge and skills they need to support children facing barriers to their learning. The opportunities for training are highly valued by staff and they feel well supported by leaders.

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Leadership and governance Expected standard

Partnerships with parents have a positive impact on children's learning. Leaders and staff provide a warm welcome for all children and families. Communication and information shared with parents help them to understand about their children's learning and development. Staff regularly update parents and share ideas on how they can support their children at home. Parents comment on how caring the staff are and how much progress their children have made.

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What it's like to be a child at this setting

Children build strong attachments with their key person. They are welcomed into the setting by the caring staff. Children hang up their coats, wash their hands and find their name or photo. They are happy and settled and know their routines well. Families are supported well to ensure children attend regularly. As a result, children are developing a sense of belonging and are becoming increasingly confident and independent.

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What it's like to be a child at this setting

Staff have high expectations for children's behaviour. Children have positive attitudes to learning and are eager and ready to learn. Staff support children to develop good manners as they play with each other. Children show kindness and respect for each other and develop friendships. This helps children to develop important social skills they need for their next stage of learning.

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What it's like to be a child at this setting

Children develop their physical skills well. They build their confidence as they climb, ride on bikes and ride cars. Furthermore, children develop their coordination as they join in football sessions. For example, they learn how to kick a ball, place one foot on a ball and balance a ball on their heads. Leaders have sequenced the curriculum so that children build and develop the skills they need for their next stage of development.

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What it's like to be a child at this setting

Children engage in play and are generally progressing well in their learning and development. Leaders and staff provide the necessary support for children with special educational needs and/or disabilities and those who face other barriers to their learning. Children enjoy singing and joining in with stories. Staff support children's communication and language skills well. They help children to build on their vocabulary by modelling the use of new words. Children engage in conversations through wonderful high-quality interactions.

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Next steps

Leaders should consider the organisation of some routines to avoid unnecessary waiting times, particularly for younger children.

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Address:

Khoja Shia Ithna Asheri Muslim Community Of Birmingham 17 Clifton Road, Balsall Heath Birmingham B12 8SX

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Khoja Shia Ithna Asheri Muslim Community Of Birmingham CIO

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 16:00

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About this inspection

The inspector spoke with leaders, practitioners, parents and children during the inspection.

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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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About this inspection

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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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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