Madaniyah Foundation

Madaniyah Foundation

Address: 80 - 82 Stafford Rd, Forest Gate, London, E7 8NN Unique reference number (URN): 134591

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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, pupils are made safer and feel safe.

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How we evaluate safeguarding

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

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met. Insufficient evidence: Inspectors were unable to gather sufficient evidence to judge whether safeguarding standards are met.

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Achievement Expected standard

Children make sustained progress across all 7 areas of the early years foundation stage statutory framework, regardless of their vulnerabilities or needs. They develop secure basic skills that set them up well for their future learning. For example, children develop a secure understanding of number through the regular opportunities to reinforce skills such as counting. The sharp focus on developing children's communication and language results in meaningful conversations that develop children's language and understanding effectively. For example, children listen well to others, talk at length and compose sentences as they talk. Older children develop their confidence to read and spell words through the high-quality phonics sessions. Children's writing develops appropriately through, for example, opportunities for regular mark-making and targeted handwriting activities, such as writing their name. However, some children are asked to write without having secured the physical

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Achievement Expected standard

skills, such as muscle control, that they need to do this. This hinders their progress. Nevertheless, overall, children are well prepared for the next stage in their education.

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Attendance and behaviour Expected standard

The school sets clear expectations for children to have high attendance. Leaders and staff focus on helping children and families set up positive habits for the future. This starts from the moment they join, with partnership working between the school and families emphasising that children need to attend regularly and be on time. Regular attendance is celebrated through rewards and awards such as the 'attendance medal'. The school follows clear procedures if a child is absent and works closely with families to overcome any barriers to children attending well.

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Attendance and behaviour Expected standard

Staff are positive role models for children's behaviour and have high expectations of them. There is a consistently applied and well-understood approach to managing behaviour. This is underpinned by warm and caring relationships with staff who support children to get along with others, share resources and listen to instructions. This creates a positive learning environment where children treat each other kindly and show sustained concentration in their activities. Incidents of conflict or aggressive physical behaviour are rare, and staff quickly support children to overcome any issues.

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Curriculum and teaching Expected standard

The school provides a broad and suitable curriculum. This includes for pupils aged 6 to 11, although, currently, no pupils in this age range attend. For children aged 3 to 5, leaders develop and adapt the school's curriculum to meet children's needs and interests, and in turn, enhance their learning. Leaders have an accurate understanding of curriculum quality and its implementation.

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Curriculum and teaching Expected standard

Leaders focus on the right priorities and ensure that staff receive relevant training. Developing children’s communication and language is a key focus. Staff engage children in high-quality interactions. They support and encourage children to use key vocabulary identified in different curriculum areas. Reading is also prioritised. Teaching regularly features songs and rhymes, and staff promote books and a love of reading throughout activities. Older children develop reading skills through highly effective phonics sessions. Activities are typically well planned with a clear purpose. However, at times, some activities lack clarity about what children need to learn and practise. This means that some teaching is not as successful as it could be in ensuring that children achieve what is intended.

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Curriculum and teaching Expected standard

Staff typically have the expertise needed to adapt teaching appropriately and help children build their knowledge and skills over time. They use their knowledge of what children know and can do to focus on filling any gaps in their learning. Assessment is generally used well to check children's progress. Nevertheless, there are times when the school's approach is not as systematic as it could be in ensuring that gaps in learning are specifically targeted.

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Inclusion Expected standard

This is an inclusive setting where all children typically learn and play alongside each other well. Staff develop positive relationships with parents and carers. They know each individual child and their family very well. This helps staff to identify any vulnerabilities or barriers to children's learning and/or wellbeing. Staff make thoughtful decisions to put bespoke and individual support in place to reduce any identified barriers. For example, children receive targeted support to help them adjust to changes in their home circumstances, such as the arrival of a new sibling. This supports children effectively through a significant change in their lives and helps them to identify and express their emotions and feelings.

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Inclusion Expected standard

Staff accurately identify the needs of children with special educational needs and/or disabilities. The school has clear procedures in place to support this. It also has a systematic approach to providing children with extra support. Where needed, staff engage with external agencies, such as the local authority, to get further support and advice for individual children's specific needs. Leaders keep a close eye on the impact of support being provided to check it is working and if needed adjust what is in place. The school prioritises staff training so that they have the expertise needed to put suitable adjustments and adaptations in place. This ensures that, typically, children's needs are met effectively.

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Leadership and governance Expected standard

The proprietor and leaders are deeply committed to providing the best possible start to children's education. Children are at the heart of all decisions made. The proprietor and leaders want children to have a happy and positive experience, regardless of any vulnerabilities or additional needs. This is clear in the curriculum that is in place and the school's approaches to teaching and inclusive practices.

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Leadership and governance Expected standard

Leaders and the proprietor work closely together to ensure that all the independent school standards are met. The proprietor has effective oversight of the school's provision, including with regard to ensuring that all statutory duties are fulfilled. This enables the proprietor to have a secure understanding of the strengths and areas for improvement. Leaders are reflective and have an accurate understanding of what the school needs to develop further. As a result, they have identified the right priorities to bring about further improvement. This demonstrates the capacity needed for ongoing improvement. Staff are very proud to work at the school. Leaders value their contribution and ensure that they have the expertise needed to fulfil their roles. This includes ensuring that staff benefit from well-considered training and professional development. Leaders ensure that this training is typically purposeful and linked to improving children's achievement. For example,

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Leadership and governance Expected standard

staff have recently received training to increase their skills in developing high-quality interactions with children. Leaders utilise external support where needed, such as engaging with training provided by the local authority. Staff feel valued and appreciate the support in place for their workload and wellbeing, including, for example, extra support with planning and preparation.

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Leadership and governance Expected standard

Leaders develop positive relationships with families and foster a strong sense of community. Parents and carers are very positive about the provision, its staff and leaders. They would recommend the school to others.

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Personal development and wellbeing Expected standard

The school's personal development offer supports all children well, including those that are disadvantaged. It is underpinned by the school's core values of 'resilience, reflection and responsible'. For example, opportunities through both the taught curriculum and enrichment experiences encourage children to have a go and keep trying so that they experience success. Children are encouraged to reflect on their actions when incidents occur, such as how to work together to share resources. They are taught about responsibility through learning to look after their environment and to take care of resources. However, on occasion, opportunities to develop children's resilience and independence are missed. When this happens, children become over-reliant on staff to help them do things, such as hanging up their coats and eating lunch.

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Personal development and wellbeing Expected standard

Children's personal, social and emotional development is prioritised. Staff focus on ensuring that children are ready for the transition to their next school. New children that join settle quickly because staff help them to feel safe and that they belong. Children receive targeted support to develop their social skills where needed. Staff support children to recognise and name their feelings, which promotes their positive emotional wellbeing. Children's self- confidence is also developed well. This is seen in how readily they talk to visitors about their activities and take pride in their work. Children also enjoy performing to their parents and carers, where they sing songs and re-enact well-known stories and traditional tales. This too helps to foster children's confidence.

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Personal development and wellbeing Expected standard

The enrichment offer brings the school's curriculum to life and provides children with first- hand experiences. This helps to prepare them for life in modern Britain. For example, children experience celebrations of festivals from different cultures. They learn about life in different countries through role play and develop their understanding and respect for others' beliefs and values. Children's understanding of the fundamental British values is routinely developed through everyday activities. For example, they learn about the rule of law through understanding and following their classroom routines. They also experience democracy through voting for activities, such as which story to read. Although there are not any pupils aged 6 to 11 currently on roll, there is a suitable curriculum for personal, social, health and economic education and relationships education should pupils of this age be admitted.

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What it's like to be a pupil at this school

Children are happy and enjoy their time at the Madaniyah Foundation. They arrive with enthusiasm at the start of the school day, eager to see what activities and resources will be available to them. Children are warmly greeted by staff that know them well. The trusting relationships between children and all staff, but especially their key worker, are clearly evident. This helps children to feel safe. Children know the routines and what is expected of them. They get along well with one another and enjoy playing with their friends. Staff are quick to intervene when conflicts arise and ensure that children treat each other with care.

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What it's like to be a pupil at this school

Children develop a secure understanding across the 7 areas of the early years foundation stage statutory framework. They are well prepared overall for their next stage in education. The environment is well resourced and equipped to support children's learning and play. Children use the resources respectfully and considerately. They enjoy being immersed in activities such as the role-play area and exploring and creating in the mud kitchen. Staff use their knowledge of children effectively to reduce and overcome any barriers to learning. Staff are typically skilled at making teaching choices that support children to develop their learning.

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What it's like to be a pupil at this school

Children relish the enrichment opportunities provided, such as visits from a dentist, going to the local fire station and a postal museum. The wide range of activities are mapped out to give children first-hand experiences and further develop their learning. These include exploring different countries and their traditions. A particular highlight for children is being able to explore and role play a variety of jobs. For example, they have great fun pretending to be construction workers, hairdressers, vets, bakers or a member of the emergency services. This helps children to understand their community and the many different ways they can contribute to it when they get older.

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Next steps

Leaders should strengthen teaching by ensuring that the intended learning for planned activities is consistently clear and precise and in turn supports children to develop the knowledge that the school expects. Leaders should sharpen assessment procedures so that gaps in children's learning are more precisely and consistently identified, enabling more targeted support to be quickly put in place, including in relation to children's writing development. Leaders should develop the provision so that it further promotes children's independence and resilience.

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Independent school standards

Independent school standards are either met or not met for each category.

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About this inspection

Inspectors carried out this standard inspection under section 109(1) and (2) of the Education and Skills Act 2008, and checked the school’s compliance with the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the proprietor, headteacher and other members of staff during the inspection.

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About this inspection

The name of the proprietor is Hanif Mohamed.

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About this inspection

There are no fees currently charged for this provision.

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About this inspection

The school's email address is: muhammadhanif2@yahoo.co.uk

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school operates from premises at 80-82 Stafford Road, Forest Gate, London E7 8NN.

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About this inspection

The school is registered as having a Muslim religious ethos.

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About this inspection

The school does not use any alternative provision.

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About this inspection

The school is registered to cater for 48 pupils aged 3 to 11. However, at present, leaders have decided to educate children aged 3 to 5 only. At the time of the inspection, there were 39 children in this age range on roll.

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About this inspection

1. Quality of education provided Standards met

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About this inspection

2. Spiritual, moral, social and cultural development of pupils Standards met

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Team inspector:

Janet Hallett, Ofsted Inspector All standards have been met.

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Team inspector:

3. Welfare, health and safety of pupils Standards met

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Team inspector:

4. Suitability of staff, supply staff, and proprietors Standards met

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Team inspector:

5. Premises of and accommodation at schools Standards met

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Team inspector:

6. Provision of information Standards met

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Team inspector:

7. Manner in which complaints are handled Standards met

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Team inspector:

8. Quality of leadership in and management of schools Standards met

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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 schools can learn from it.

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Strong standard

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

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Expected standard

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

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Insufficient evidence

Inspectors were unable to gather reliable enough evidence to grade an evaluation area. This is rare and normally only happens if there are no pupils on roll at the school. 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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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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

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