Isra Daycare

Isra Daycare

Unique reference number (URN): 2698206 Address: S K N Business Centre, 1 Guildford Street, Birmingham, B19 2HN Type: Childcare on non-domestic premises Registered with Ofsted: 01/09/2022 Registers: EYR, VCR Registered person: Khadra Daycare 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

Children make continued progress in their learning from their starting points. They develop a range of skills. This helps prepare them for the next stage of their learning, including school. Children with special educational needs and/or disabilities receive the early intervention they require.

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Achievement Expected standard

Children develop their physical skills well. For instance, babies practise pulling themselves up, standing and taking steps. Older children learn how to throw balls. Children develop their mathematical knowledge, for instance by learning about more, less, full and empty as they explore in the sand. Children start to learn how they can share and take turns with their peers. They learn about their similarities and differences as they start to develop an understanding of others.

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Achievement Expected standard

Babies and younger children learn how to express themselves, using sounds, gestures and single words. Older children communicate in sentences. Children learn about the different emotions, such as happy, sad and angry. They start to understand how they can regulate their feelings. However, the use of planning could be enhanced to help support children to develop their knowledge and skills even further.

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Behaviour, attitudes and establishing routines Expected standard

Staff use strategies to support children to learn how to regulate their emotions, for instance by asking children to take deep breaths when they become upset. Staff praise children for what they do well. They remind children of the rules. For example, they support children to share and to be kind to one another. Children eagerly go over to learning experiences to explore. However, at times, the organisation of activities and the room is not well thought out. For instance, some children are not fully able to reach the resources as they play, and some children have to wait a long period of time before they can have their go. This does not fully support all children to remain engaged and enthused to learn.

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Behaviour, attitudes and establishing routines Expected standard

Staff use lots of praise to help encourage children with special educational needs and/or disabilities (SEND) to join in. They are reassuring and guide children to come over. This helps support children with SEND to build on their focus and/or concentration skills. Leaders share their attendance policy with parents and carers. They provide a service that is able to pick children up and drop them off. This helps disadvantaged children to build on their attendance levels.

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Behaviour, attitudes and establishing routines Expected standard

Children know the routines. For instance, they tidy away their own plates and cups after meals. Children generally build positive relationships with the staff who care for them. Staff surround children with lots of love and care, and they remain patient and offer reassurance to children. However, there are times where staff do not act swiftly enough when they recognise that children may be hungry or tired. This results in moments where children become quite unsettled and upset.

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Children's welfare and wellbeing Expected standard

Children's health is promoted well. Staff provide children with a range of balanced and healthy meals or snacks. Children eagerly try fruit, such as strawberries, bananas, watermelons and apples. They have lots of opportunities to play outside. For example, they practise moving themselves on bikes. Children have fun as they race their peers to run and collect water to fill up the different containers and jugs outside. Staff ensure that all children have access to water, which they confidently help themselves to. Hygiene practice is managed well across the setting. For instance, staff support all children to clean their hands before and after meals and to wipe their noses as required.

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Children's welfare and wellbeing Expected standard

Staff work well with parents to help wean children onto solid foods. They use a slow approach to help children become familiar with new textures. Staff supervise children well while they eat. They place children to sleep with lots of love and care. Staff monitor children as they sleep. There are effective arrangements for first aid. Leaders keep records of any accidents that occur. They ensure that parents and carers are kept informed of this. Staff are calm and nurturing in their approach. They provide comfort to children who are unsettled. However, leaders need to ensure that staff consistently respond swiftly to children when they show signs of hunger or tiredness, in order to fully promote children's wellbeing.

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Curriculum and teaching Expected standard

The curriculum is varied and covers all areas of learning. It is generally sequenced well to help build on children's learning over time. Some of the activities set out for children are new experiences, which helps expose children to things they might not access at home. Typically, most staff think well about the learning intention of these experiences and how they can support children's learning. However, there are times where some staff are not as clear on how they can use the learning experiences to build further on children's knowledge and skills.

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Curriculum and teaching Expected standard

Children practise building using blocks. Staff support children to count and recognise colours as they stack the blocks on top of one another. Children thoroughly enjoy mark- making experiences. Some children prescribe meanings to this, explaining that they are drawing the moon which is 'high in the sky'. Babies enjoy exploring cause and effect as they explore with rice. Staff expose them to new vocabulary as they talk to them about the textures of the rice, such as 'sticky, cold and soft'.

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Curriculum and teaching Expected standard

Staff read stories clearly and with lots of animation and enthusiasm. This helps capture children's interest. Staff ask older children questions about the story. Some children confidently answer the questions, which shows their knowledge of the story. Younger children like to look at the pictures in the book. This together supports children of all ages to develop a love and interest of books and stories. Children have lots of opportunities to develop their physical skills. For instance, they practise jumping and lifting both feet off the floor.

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Inclusion Expected standard

Leaders have a clear understanding of the setting's context. They identify the support and/or intervention children and their families require. Leaders then make referrals to other professionals, organisations and agencies. Any additional funding is used to buy additional resources and/or equipment to meet children's individual needs. Leaders work well in partnership with parents to help them come onboard with any additional support their children need. This helps to ensure that children with special educational needs and/or disabilities (SEND) receive the specialist help they require. Staff attend meetings with other professionals and/or agencies. They use these to gather and share updates and information about children. This helps to ensure that children who are known or have previously been known to children's social care receive the support they require and promotes their welfare.

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Inclusion Expected standard

Staff complete observations and assessments on children's development. They identify gaps and/or barriers to children's learning. Staff develop plans and next steps for children by working in partnership with professionals and parents. They have access to training to help develop their knowledge of how to support disadvantaged children. Staff generally know their key children well. However, when key persons are absent, some information about the children's development is not passed on swiftly to staff who are covering. This does not ensure that children with barriers to their learning or children with SEND consistently receive the support they require.

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Leadership and governance Expected standard

Leaders monitor staff practice through observations. Some leaders are able to identify some areas that can be developed even further. They have taken positive steps to improve privacy for children, particularly in the outdoors environment. Leaders recognise that they need to continue to evaluate the overall quality of the setting to ensure there is consistent analysis of the setting's strengths and areas for improvement.

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Leadership and governance Expected standard

Induction processes are effective. This enables new staff to have a secure understanding of some of the setting's key policies and to become familiar with their roles and responsibilities. Leaders understand that they need to continue to support staff who are newer to their posts to develop their knowledge of the curriculum. Staff receive regular supervision meetings from leaders. In these meetings, staff are generally supported to reflect on their own practice. Leaders talk to staff about their performance and together they identify training needs. Leaders prioritise staff wellbeing. They make adaptations where necessary with a key aim of reducing staff workload.

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Leadership and governance Expected standard

Parents speak positively about the setting and staff. They state that they can see some of the progress their child has made in their development, particularly in their speech, confidence and independence. Staff find out key information about children's needs and development from parents or carers. They give parents feedback about their child's day and development. Staff share children's next steps and development plans with parents. Leaders provide parents with advice and support and refer them to other agencies, organisations or professionals for further support where required. Consequently, parents and children receive the support they need. In addition, parents know how they can support their child's learning.

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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

A high number of children speak English as an additional language. These children benefit from staff who are bilingual. Staff also gain key words from parents or carers and use this in the setting to help communicate with children. Children generally develop positive relationships with staff. For instance, they seek staff out for cuddles. Children with special educational needs and/or disabilities receive early help and the specialist intervention they require.

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

Children show an eagerness to join in. On the whole, most children engage in activities for periods of time. The curriculum is rich and varied. This helps to ensure that all children continue to make progress in their learning, across all areas of learning. Children enjoy sensory experiences, such as exploring with play dough. They use the tools and their hands to squeeze, roll, cut and shape the dough into different objects and shapes. Staff talk to children about sizes, such as big and small, and textures, such as soft and firm, as they play. Babies enjoy the cause and effect as they explore with push-and-pull toys. Children of all ages enjoy filling and emptying experiences as they explore in sand and water. Staff develop children's physical skills as they learn how to pour into different containers.

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

Children of all ages enjoy listening to songs and rhymes. Babies look closely at staff as they sing. Younger children smile, laugh and copy some of the actions. Older children join in with the words as they sing along. Children develop their social skills as they learn to take turns and share while they play together. Older children love being the room helper. They help staff set up the tables for lunchtime. Staff talk to them about numbers and counting to help ensure the right amount of plates, cups and spoons are ready for the amount of children. As

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Address:

S K N Business Centre 1 Guildford Street Birmingham B19 2HN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registration date: 01/09/2022 children prepare to leave the setting to start school, staff share information about them with their new setting. This helps to ensure children receive the continuity they require.

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Next steps

Leaders should strengthen key-person arrangements to ensure children consistently receive the care and support they require and to fully promote each child's wellbeing, particularly in the absence of their key person. Leaders should support staff to develop the use of planning in order to help ensure children are consistently supported to extend their knowledge and skills as they play. Leaders should support staff to improve the organisation of learning activities with an aim to ensure that children remain enthused in their learning.

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About this inspection

The inspector spoke with leaders, practitioners 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. Registered person: Khadra Daycare Ltd

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 09:00 - 15:00,Friday : 09:00 - 12:00

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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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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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