Al Falah The Sunflower Nursery

Al Falah The Sunflower Nursery

Unique reference number (URN): 2808864 Address: 57 Empress Avenue, Ilford, IG1 3DE Type: Childcare on non-domestic premises Registered with Ofsted: 12/09/2024 Registers: EYR Registered person: Al-Falah The Sunflower Nursery 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 Strong standard

Children enjoy the broad range of play and learning experiences, and as a result, make excellent progress from their individual starting points. Children with special educational needs and/or disabilities (SEND) those who are disadvantaged and those known to children's social care make rapid progress. For instance, children who were previously nonverbal or withdrawn now engage in interactions, use language and participate confidently in group activities.

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Achievement Strong standard

Babies and toddlers delight in stories, songs and rhymes, which effectively support their emerging communication and language skills. Older children demonstrate increasing confidence as communicators. They engage in sustained conversations with their peers during play and confidently take turns in back-and-forth interactions with staff. Children are curious and motivated to learn. They confidently select resources and make choices in their play. They concentrate well and engage in their learning independently and alongside each other.

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Achievement Strong standard

Children move confidently between rooms and age groups, supported by well planned and carefully managed transitions that promote continuity and progression in learning. Over time, children develop the key knowledge and skills they need for their ongoing development within the nursery. Older children, are well prepared for their eventual transition on to school.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour and attitudes are impressive. They thrive in a respectful, calm and purposeful environment where routines are well established, expectations are clear and adults consistently show kindness, patience and empathy. Staff know each child extremely well and create a nurturing environment where children's emotional needs are recognised and understood. Staff model positive interactions, teamwork and respectful communication, providing excellent role modelling for children. As a result, children's interactions with one another are of very high quality. They are kind, considerate and supportive in their play.

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Behaviour, attitudes and establishing routines Strong standard

Children are given meaningful opportunities to take on responsibility and demonstrate growing awareness of their role within the nursery community. For example, children volunteer to act as helpers at lunchtime, serving food to their peers, wiping tables and sweeping up once meals have finished. This helps children to develop independence, cooperation and a sense of responsibility, while also promoting respect for others and their environment.

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Behaviour, attitudes and establishing routines Strong standard

Attendance levels are high and are closely monitored by leaders. They work closely with families to establish consistent routines and address any barriers, ensuring children attend regularly and engage in learning. Where needed, leaders provide targeted support to families and offer flexibility around sessions. This ensures that children continue to access the nursery consistently, even during periods of change in family circumstances.

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Children's welfare and wellbeing Strong standard

Children's health and wellbeing are given high priority. Leaders and staff complete thorough risk assessments, for instance, in response to extreme temperatures, and implement effective measures to minimise potential risks to children. Staff ensure that drinking water is readily available throughout the day and regularly remind children to stay hydrated. Outdoor play is carefully planned to take place early in the morning, before the sun becomes too strong, enabling children to continue to benefit from fresh air and physical activity in a safe way.

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Children's welfare and wellbeing Strong standard

Staff actively teach children about sun safety, including the importance of wearing sunhats, applying sun protection and drinking regularly from their water bottles. This supports children to begin to understand the risks associated with the sun and heat. Children are also offered cooling snacks, such as cucumber, to help prevent dehydration. Babies take part in water-play activities, to help keep them cool and comfortable. They sleep in a room with air conditioning and are always placed in safe-sleeping positions. Staff demonstrate a secure understanding of sleep safety and follow consistent, secure routines. As a result, children remain comfortable, safe and well cared for at all times.

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Children's welfare and wellbeing Strong standard

Secure attachments are a key strength of the provision. Key persons build warm, responsive relationships with children, helping them to feel safe and emotionally secure. Consequently, children engage confidently in their learning and form positive relationships with others. Staff support children to recognise and manage their emotions effectively and, through consistent routines and targeted strategies, children develop self-regulation and growing confidence.

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Curriculum and teaching Strong standard

Teaching is thoughtfully designed, drawing on ongoing observations and assessments to meet children's individual needs and stages of development. Staff successfully combine adult-initiated experiences with children's own interests to deliver an ambitious and responsive curriculum for all children, including those with special educational needs and/or disabilities.

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Curriculum and teaching Strong standard

Staff support children effectively in their learning across all age groups. In the pre-school room, they work with small groups, ensuring that each child receives meaningful, individualised attention. For example, as children learn about planets, staff provide a creative painting activity where children design their own planets. Children are encouraged to compare their creations with visual prompts, considering similarities in size and colour, which supports their observational and thinking skills.

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Curriculum and teaching Strong standard

In the toddler room, a well-resourced, coffee-shop themed role-play area provides a rich and stimulating environment. Children engage enthusiastically in imaginative play with their peers. Staff maintain a sensitive presence, observing closely and intervening appropriately to extend learning without disrupting children's play.

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Curriculum and teaching Strong standard

Babies experience engaging interactions, such as interactive storytelling sessions. Staff use animal resources effectively to capture and sustain babies' attention. Babies show high levels of interest and enjoyment, becoming deeply engaged and begin to join in with repeated phrases, demonstrating early communication and language development. Homemade books, featuring photos of the children celebrating special events such as Eid, transitions to school and stay-and-play days, are available. Children access these resources independently, showing enjoyment as they revisit and recall past experiences, which supports their sense of belonging and memory development. Resources within the nursery reflect the diverse communities the children come from. This inclusive approach helps to promote respect, inclusion and an understanding of different cultures and family backgrounds. Children feel represented and valued within the setting.

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Inclusion Strong standard

Staff undertake rigorous observations and assessments of children's learning and development. They skilfully adapt the curriculum to reduce any barriers that children may face in their learning and development. They meet regularly to evaluate and reflect on whether their strategies are having a positive impact on children's overall learning and wellbeing. The nursery supports disadvantaged children effectively, and leaders use additional funding wisely.

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Inclusion Strong standard

Staff work extremely closely with parents and carers to understand children's individual needs to provide the right help at the right time. They welcome external professionals into the setting to support children with special educational needs and/or disabilities (SEND) and make all reasonable adjustments to create a nurturing and inclusive environment. For example, staff follow guidance from speech and language services to ensure that they best support children's communication and language skills and close gaps in learning. Leaders support staff who take the lead role for SEND, to access a range of training and support. This deepens expertise, so they identify, monitor and support children's emerging learning and developmental needs effectively.

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Inclusion Strong standard

Leaders and staff work effectively to support children who speak English as an additional language. These children benefit from support from staff who, where possible, share and use their home languages to aid understanding and communication. This helps children to feel secure, understood and confident in expressing themselves. Children's cultural heritage is celebrated and all languages are valued, promoting a deep sense of belonging and respect for diversity within the setting.

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Leadership and governance Strong standard

Leaders support staff to carry out their roles extremely well. They have a clear understanding of staff's strengths and areas for development, and act on these effectively. Leaders implement well-targeted action plans to continually review and improve all aspects of the provision. This demonstrates highly reflective and ambitious leadership.

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Leadership and governance Strong standard

Staff benefit from regular opportunities to discuss their professional development. They meet frequently with leaders and managers to review their practice and access relevant training. Leaders place high emphasis on staff wellbeing. Initiatives, such as staff recognition awards, help to motivate and encourage staff, ensuring they feel valued and respected. Staff speak positively about the high levels of support they receive from leaders and managers. Leaders and managers work together and demonstrate their commitment to collaborative working. They engage effectively with other professionals to ensure children and families receive the support they need. Leaders provide workshops for parents and carers on topical issues, such as transitions to school and internet safety. This helps parents to better support their children's learning, development and wellbeing at home. Parents speak very highly of the staff team and

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Leadership and governance Strong standard

leadership. They comment on leaders' in-depth understanding of the local community and the personalised support they provide. This includes offering additional help to families experiencing hardship or crisis, which goes beyond expectations. As a result, families feel well supported and highly valued.

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

Children arrive at the nursery to a warm, genuine welcome from staff. They separate confidently from their parents and carers, demonstrating that they feel safe and secure. Children are familiar with the nursery routines and the environment, which supports their sense of belonging.

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

They benefit from a broad, thoughtfully planned curriculum that is ambitious for all, including for those who may face barriers to learning. Staff have a clear understanding of what they want children to learn, and why. Through rich, developmentally appropriate interactions, children extend their understanding of the world. For example, during the football World Cup, children create a cardboard football pitch, carefully painting and decorating it with flags from around the world. Through this experience, children learn about the rules of the game, taking turns and counting goals scored. They engage in purposeful discussions about England and other countries, including those represented within the nursery and their families. This supports children's understanding of the wider world and helps them to recognise and value similarities and differences between themselves and others. As a result, children develop a secure sense of inclusion and diversity, alongside their language

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

The outdoor play spaces are a hive of activity. A purpose-built shopping street, featuring different types of shops, provides a highly engaging environment for imaginative play. Each shop is creatively resourced with an abundance of imaginative materials. Children immerse themselves in these experiences, developing rich language and an understanding of the world, within a play-based environment. This helps children to make sense of their own experiences, practise social interactions and build confidence in communicating their ideas with others.

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

Children are motivated and increasingly independent. They take pride in their achievements, manage their self-care routines effectively and cooperate well with their peers. Leaders engage positively with families to promote regular attendance and consistent routines that

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Al-Falah The Sunflower Nursery Ltd

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Address:

Register(s): EYR support children's wellbeing. Families are welcomed and valued, and as a result, children flourish socially, emotionally and developmentally.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, staff, children, parents and carers 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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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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