Little Aisha Nursery

Little Aisha Nursery

Unique reference number (URN): 2757550 Address: Stanmore Park Childrens Centre, William Drive, Stanmore, HA7 4FZ Type: Childcare on non-domestic premises Registered with Ofsted: 10/10/2023 Registers: EYR Registered person: Amaa Education Ltd

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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, all children make progress from their individual starting points. Children's development is monitored through regular observations, which supports their learning and development. Children develop confidence in speaking and communicating, including those who speak English as an additional language. Children practise key vocabulary during their play and daily routines. They use the names of specific dinosaurs and explore new words when discussing different cooking spices during outdoor play.

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Achievement Expected standard

Generally, older children manage their own self-care and are starting to regulate their emotions. Children gain confidence in their abilities, enabling them to approach new experiences and challenges with positivity. Children are eager to engage and explore the activities provided by the staff, and they continue this learning in their independent play. Children develop their physical skills effectively as they chase each other up the hill on the bikes in the garden. Children are well prepared for when they move on to school.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well within the setting. The daily routine is clear and consistent, which helps children understand what is expected of them and supports them to feel secure. Staff respond calmly and consistently when guiding behaviour, using simple and familiar phrases that children easily understand and follow, such as 'kind hands'.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children play cooperatively with one another and are learning to share resources and take turns. Staff support children to develop these skills through gentle reminders and clear explanations. Older children are beginning to manage minor disagreements independently by using strategies that staff have introduced. For example, when waiting for a turn on the bike, children talk together about how many minutes they will wait before swapping. This helps children develop patience and problem-solving skills.

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Behaviour, attitudes and establishing routines Expected standard

Staff consider children's individual stages of development when responding to behaviour and maintain appropriate expectations. They model respectful and considerate behaviour through their own interactions with both children and colleagues. Staff and children speak kindly to one another and show respect for each other's differences.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote a positive culture around attendance and punctuality. They work in partnership with parents to emphasise the importance of regular attendance so that children can benefit from the daily routines, experiences and learning opportunities provided.

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Children's welfare and wellbeing Expected standard

Staff build nurturing relationships with their key children, which supports children's emotional wellbeing. Children feel secure and valued, helping them to approach their play and learning with confidence. Staff support children to recognise and name their emotions, helping them begin to understand how they feel. For example, children use photos of faces showing different emotions during a play dough activity and recreate these expressions in their models. Staff talk with children about these feelings, helping to extend their understanding of emotions, such as feeling happy, sad or tired.

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Children's welfare and wellbeing Expected standard

Children have access to quiet and calm spaces within the environment where they can take time to relax or regulate their emotions. Daily routines respond to children's individual needs. Children with special educational needs and/or disabilities receive thoughtful support from staff. This includes small-group activities and additional resources to help children understand and manage their individual needs.

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Children's welfare and wellbeing Expected standard

Children show high levels of independence as they explore the environment and take part in new challenges. For instance, children confidently ride bikes outdoors and attempt to pedal with their friends up the hill.

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Children's welfare and wellbeing Expected standard

Healthy lifestyles are embedded throughout the setting. Children enjoy nutritious meals and snacks and show enthusiasm for a range of foods. They explore different foods through sensory play and talk about what makes a healthy diet. Mealtimes are social occasions where children sit together, practise hygiene routines and enjoy conversations with staff and their friends.

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Curriculum and teaching Expected standard

Staff provide learning experiences that cover all areas of learning and consider the range of ages of children in the room, including children who may have barriers to their learning. There is a clear focus on helping children develop confidence and independence. Children are encouraged to try new experiences, make choices in their play and develop positive attitudes towards learning.

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Curriculum and teaching Expected standard

Children develop an enjoyment of books and storytelling. They bring familiar narratives into their play. For example, while playing in the mud kitchen, children recreate the story of 'Goldilocks and the Three Bears' by making 'porridge' and acting out running away from the bear. Mathematics is woven into everyday play through counting objects, identifying shapes and singing number songs. Children have many opportunities to develop their physical skills, both indoors and outdoors, using a range of equipment. Staff also support children's emotional development through thoughtfully planned activities and consistent daily routines. Staff respond to children's interests in the moment and interact with them to extend their learning during play. Staff use assessments to monitor children's progress. However, staff do not consistently identify what they intend children to learn as a result of some activities. Not

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Curriculum and teaching Expected standard

all staff are fully confident to recall all the specific targets for their key children. Leaders recognise this as an area for development and have begun implementing detailed training for staff as part of the introduction of a newly designed curriculum. This new curriculum has been carefully designed to outline what leaders want children to learn at each stage of their development and incorporates individual children's next steps into planning.

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Inclusion Expected standard

Leaders and staff are committed to ensuring that every child is fully included and supported to access all learning opportunities. Effective systems are in place to identify children who may face barriers to their learning at an early stage. Staff generally monitor children's progress carefully from their starting points, using observations and assessments to recognise when additional support is needed. This enables timely intervention and targeted support, helping children to continue making progress. However, this practice is not yet fully embedded, as not all staff are consistently aware of individual targets for children with special educational needs and/or disabilities (SEND).

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Inclusion Expected standard

Children with SEND, and those who receive early years pupil premium funding, are supported to access the curriculum and experiences available. Leaders ensure that funding is used thoughtfully to benefit children directly. For example, children receive additional adult support to help them engage in activities alongside their peers. Funding is also used to provide resources that reflect children's individual needs and interests. Staff also ensure that all children can participate in enrichment opportunities, such as their annual trip.

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Inclusion Expected standard

Leaders monitor children's development closely and work with external professionals when additional expertise is required. The daily routine is reviewed to ensure that it remains accessible and enjoyable for all children. Staff make adaptations, such as using visual cues and photographs, to support children's understanding. Those responsible for the oversight of children with SEND guide staff and model effective practice when supporting individual needs. Staff maintain high expectations and remain attentive to what each child needs in order to succeed.

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Leadership and governance Expected standard

The management team is approachable and accessible to staff, parents and children. Staff report that they feel valued and supported in their roles. Leaders are mindful of staff wellbeing and encourage a collaborative working culture. Staff work closely together and share a passion for their role in supporting young children. Leaders hold an ambitious vision for the setting where every child can achieve, be happy and feel safe.

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Leadership and governance Expected standard

Leaders maintain regular communication with staff and hold frequent supervision meetings to ensure that they feel supported in their roles. These opportunities allow staff to discuss their practice, raise any concerns and reflect on their professional development. Leaders encourage a reflective culture across the team, where staff consider their practice and identify areas where improvements can be made.

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Leadership and governance Expected standard

Leaders are considerate of the needs of the children and families who attend the setting. They build partnerships with parents through daily conversations, parents' events and opportunities for families to take part in community activities. This open communication helps parents feel involved in their child's experiences at the setting.

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Leadership and governance Expected standard

Leaders identify areas for development effectively and take timely action to address them. For example, they are implementing a revised curriculum, ensuring that staff have clearer guidance to support consistent delivery and further improve the quality of teaching and learning across the early years provision.

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

Children confidently enter the setting and are excited to see the approachable and friendly staff. They happily separate from their carers and eagerly run over to staff to share news about their morning, such as the outfit they are wearing from their favourite story. Staff respond warmly and show genuine interest, creating a calm and nurturing start to the day. The wonderful relationships between staff and children are clearly evident. Staff know the children well and understand their individual needs, personalities and interests. This supports children to feel safe, secure and valued, helping them to settle quickly and engage in play.

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

Leaders create an inclusive and welcoming environment where every child can access the stimulating experiences provided. Children with special educational needs and/or disabilities and those who speak English as an additional language are well supported. Staff make thoughtful and reasonable adjustments so that all children can participate fully, achieve well and thrive. Children are confident communicators and enjoy talking with both adults and their friends. Staff skilfully model language and conversation, repeating key words and phrases. They use visual prompts and gestures to help support children's understanding and vocabulary development.

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

Staff are attentive and adapt activities to meet children's individual needs, ensuring that all children maintain interest and engagement. For example, during role play, staff encourage children to take numbered eggs to the sink, supporting number learning through a sensory experience. Parents are actively involved in the setting and communicate frequently with staff about their children, helping to create a positive partnership.

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

Children are encouraged to develop independence and confidence in their abilities. They understand that their views are valued and that adults listen to them. Children confidently make choices about where they would like to play and what they need to carry out their ideas. For example, younger children lead staff to the cloakroom to collect their coat so they can play outside. They carefully manage the gate latch and independently access the garden to join their friends.

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Next steps

Leaders should continue to train and support staff to confidently implement the newly designed curriculum so that they clearly understand intended learning outcomes and consistently apply the curriculum to support children's development.

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Address:

Stanmore Park Childrens Centre William Drive Stanmore HA7 4FZ

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Address:

Type: Childcare on non-domestic premises

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Address:

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

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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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About this inspection

The inspector spoke with leaders, practitioners, parents, children and the special educational needs coordinator during the 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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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

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 .

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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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