Darul Madinah Bath Road

Darul Madinah Bath Road

Unique reference number (URN): 2761820 Address: Hartland House, Hartland Close, Slough, Berkshire, SL1 3XT Type: Childcare on non-domestic premises Registered with Ofsted: 28/11/2023 Registers: EYR Registered person: Darul Madinah Slough Limited

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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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Inclusion Strong standard

Children's learning is monitored closely. When children start, staff skilfully use information from parents, alongside their observations, to complete initial assessments. They promptly identify gaps and delays in children's development and put interventions in place immediately to support them. Professional relationships with other agencies provide rich support for staff and children alike. Leaders ensure that staff have a robust understanding of how to support children's differing needs and strategies to support children with special educational needs and/or disabilities.

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Inclusion Strong standard

Leaders work with parents to create referrals to outside specialists and organise for experts to come into the setting to provide advice and strategies. For example, staff work with speech and language therapists. They follow the strategies used by the experts closely and support parents in following these at home.

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Inclusion Strong standard

Leaders know how to use funding effectively to support children's needs. They work with parents and experts to identify resources and activities that target children's progress towards their next steps. For instance, leaders have used funding to provide activities to build children's confidence to communicate and play with other children and have fantastic opportunities to build on their physical development.

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Achievement Expected standard

Children, including those with children with special educational needs and/or disabilities (SEND), have positive attitudes to learning and are making progress in their development. Children develop their concentration and listening skills well. Children with SEND enjoy engaging in a range of sensory activities offered. For example, they immerse their hands in paint and find sea creatures in the trays. Consequently, they develop improved resilience, allowing them to focus better and help prepare them for school.

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Achievement Expected standard

Adaptations to activities mean that all children, including those with barriers to their learning, can participate and benefit from the learning intent. Generally, children are building friendships with each other and, overall, show kindness as they help their friends. During planned activities, the youngest children work together to squeeze paint out of pots as they explore. However, weaknesses in the quality of teaching prevent children from making more rapid progress.

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Achievement Expected standard

Children demonstrate perseverance when completing tasks and confidently ask for help, showing that their self-assurance is developing well. Children show perseverance as they have a go at climbing steps outside. Children show confidence as they practise their physical skills, including strength, coordination and balance.

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Behaviour, attitudes and establishing routines Expected standard

Staff are positive role models for children and show respect for others. They are warm and welcoming to children. Leaders have effective procedures in place to monitor children's attendance. They make their expectations clear to parents before children start at the setting and follow the procedures in place to promote regular attendance. Leaders ensure that children attend regularly by fostering positive relationships with families and responding to their individual needs. They work closely with parents and carers and external professionals to ensure that all children, including those with special educational needs and/or disabilities or those facing additional barriers to learning, receive appropriate support.

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Behaviour, attitudes and establishing routines Expected standard

Carefully planned settling-in sessions and a gradual start help children to feel secure and confident, fostering a positive attitude towards their learning and their time at the setting. Staff interactions with children are positive and caring. Children show clear attachments to staff and seek them out if they need support or reassurance.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children behave well and show that they understand the expectations of the setting. Staff do not always explain to children why they should not be doing something and this does not give children a clear understanding of how their actions may impact themselves or others. However, staff recognise when children struggle to manage their emotions and effectively use strategies to support children's understanding of how they are feeling and how to manage these emotions.

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Children's welfare and wellbeing Expected standard

The key-person system is effective in building secure relationships between children and staff. Children show that they feel safe and secure. They seek out staff when they need reassurance. Regular communication with parents ensures that staff can meet children's changing needs. Staff support children to learn how to take care of their own personal hygiene well. Children follow good hygiene practices, such as independently washing their hands before meals and after using the toilet. Staff provide the right level of support to children and those with special educational needs and/or disabilities.

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Children's welfare and wellbeing Expected standard

Children have access to outdoor learning, which further extends their development. For example, children climb steps and enjoy creating games together as they run in the fresh air. Children are given safe opportunities to take manageable risks, such as using climbing equipment in the garden. These experiences help them to develop confidence, resilience, coordination and problem-solving skills while learning to assess and manage challenges independently.

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Children's welfare and wellbeing Expected standard

Children learn about the local community and have recently had a talk from the fire brigade about how they help people. Snack time is a social time where children speak to staff and learn about oral hygiene and the importance of eating healthy. Leaders recognise that there is some work to do to support staff to consistently enable children's best possible behaviour.

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Curriculum and teaching Expected standard

Overall, leaders have an accurate understanding of the quality of the curriculum and teaching at the nursery. They have high expectations for all children, including children with special educational needs and/or disabilities. Staff use information gained from assessments of children well. There is an inclusive approach to supporting children with special educational needs and/or disabilities, disadvantaged children and children known or previously known to children's social care.

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Curriculum and teaching Expected standard

Overall, children are supported well to build on their language skills as they are encouraged to repeat new vocabulary that they hear staff use while they support their play. Children have lots of fun as they see how fast they can run outside and explore sensory activities with paint and water. Sometimes, the quality of teaching is not consistent. For example, children do not always have the opportunity to show what they know, such as when staff lead exploration in sensory activities. Additionally, staff do not always consider how to use their interactions to help children think more deeply. Leaders recognise that there is still some work to do to help staff recognise and act on all opportunities for teaching and learning, so they can better support children to excel in their learning.

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Leadership and governance Expected standard

Leaders are very dedicated to ensuring that, overall, they deliver an ambitious vision for the nursery. Leaders routinely evaluate the quality of care and education for children. Overall, they have effective oversight and actively identify areas for improvement. However, some staff would benefit from further support to improve the quality of their teaching and interactions with children, so they are able to help children make even better progress.

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Leadership and governance Expected standard

Leaders follow safer recruitment procedures and hold regular one-to-one supervision meetings, which support staff wellbeing and identify professional development needs. Staff state that they feel supported and confident in their roles. Leaders provide additional training to help staff meet children's individual needs, including those with special educational needs and/or disabilities and those facing other barriers to learning.

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Leadership and governance Expected standard

Staff work closely with parents and carers to build strong relationships, enabling them to gather detailed information about each child's individual needs, interests and home circumstances. Parents speak positively about the care their children receive and appreciate the support offered to their families. This partnership ensures that children receive consistent, personalised support that responds to both their development and daily changes in their lives.

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

Children arrive happy and excited to start their day at this welcoming setting. They confidently follow familiar routines, such as hanging up their coats. Children settle quickly into play and staff provide reassurance through established routines and trusting relationships. Children show a positive sense of belonging. Staff get to know children and their families well. They find out what children can do and follow their interests closely. This helps staff to plan relevant experiences and learning that is specific to the children who attend. This includes children with special educational needs and/or disabilities and those with other barriers to their learning.

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

Overall, children flourish, thrive and progress at the pre-school. Staff swiftly identify barriers to children's learning. They adapt activities so that all children can join in and benefit from relevant and individual learning experiences. For example, staff use additional resources, such as one-to-one support and Makaton sign language, for children with speech delays, so they can contribute their ideas and answers to questions.

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

Outdoors, children are active and engaged. They confidently create their own games with friends, negotiating space and taking turns in play. Children show joy and excitement as they explore the outdoor environment. They use their imaginations and build with bricks, while building positive relationships with peers. Overall, children behave well. They listen to staff and follow instructions. They understand the daily routine and what is expected of them.

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Next steps

Leaders should ensure that highly effective teaching and interactions with children are consistent and embedded to support children to make more rapid progress. Leaders should ensure children's behaviour is supported consistently, explaining how children's actions impact themselves and others.

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About this inspection

The inspector spoke with leaders, practitioners and parents 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. Claire Boparai

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Address:

Hartland House Hartland Close Slough Berkshire SL1 3XT

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Darul Madinah Slough Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 15:15

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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. 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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