Isra Daycare

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

Managers and staff fail to safeguard children within this nursery.

They have not considered the risk to children when changing nappies in front of windows within view of members of the public. Managers and staff have a poor understanding of risk assessment. Staff do not identify dangers within the nursery.

Wooden structures children play with in the garden have protruding nails and are splintering. Broken finger guards fitted to doors have exposed sharp plastic. Fire exits leading from the garden are locked with keys not readily accessible.

Although action was taken to remove risks when they were highlig...hted by inspectors to managers, this demonstrates their inability to independently identify and remove these risks to children. The quality of education children receive is weak. Staff do not engage children in purposeful play and learning opportunities.

Children become bored and aimlessly wander around the room. This means all children, including those with special educational needs and/or disabilities (SEND), do not make sufficient progress in their learning. That said, children do enjoy being active in the garden where they have opportunities to develop their physical skills.

Staff respond to children's emotional needs well, offering them cuddles, comfort and reassurance when needed.

What does the early years setting do well and what does it need to do better?

Risk assessment in this nursery is not effective. Managers and staff have a poor understanding of their roles and responsibilities to safeguard children.

They do not identify and minimise risks to children's safety swiftly enough.The quality of teaching across the nursery is poor. Staff do not provide an appropriate curriculum that motivates or engages children.

For example, staff in the baby room sing songs to children in a loud voice. They flit from one song to another in quick succession. Children are confused by this and despite them not showing any engagement staff simply continue singing.

This impacts negatively on the progress children make in their learning.Staff do not use assessments to establish what children already know and to plan for what they need to learn next. The required progress check for children aged two is not completed.

This means that any gaps in learning are not identified and as a result the progress children make is hindered.The manager, who also acts as the nursery's special educational needs coordinator, does not know enough about children's individual needs. She does not effectively share information regarding children's progress and any development concerns with key persons or parents.

As a result, children with SEND do not receive the targeted help and support they need to help them make good progress.Children's behaviour is not managed well. Staff say, 'no, no, no, no' without giving any explanations why the behaviour is unacceptable.

In addition to this, staff frequently use physical intervention when managing children's behaviour. For example, when children do not respond to requests from staff to join in circle time, staff simply lift them up and place them on the carpet. This does not help children to understand what is expected of them.

Children's good health is not promoted well. Staff do not recognise the risks of cross-infection, such as not washing their hands after wiping children's noses. Older children do not learn how to manage their own hygiene.

Insufficient supplies of hand-drying facilities in both children's and staff toilets does not ensure good hand hygiene routines are maintained. Sleeping arrangements for babies are not organised well enough. Children and staff frequently walk over sleep mats and bedding which are placed on the floor which other children then sleep on.

Leaders do not ensure the manager and staff receive effective supervision to help them build on the quality of their teaching and practice. The manager has a poor overview of the curriculum and is unable to recognise several weaknesses in practice. Consequently, these weaknesses are not addressed in order to raise the overall quality of the provision.

Safeguarding

The arrangements for safeguarding are not effective.There is not an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date ensure leaders and staff fully understand their duty to safeguard children, with particular regards to protecting children's privacy during nappy changing routines 18/03/2024 ensure procedures for risk assessment are effective so that staff identify, remove or minimise any risks to children within the nursery 18/03/2024 ensure staff, including the manager, benefit from effective supervision, support and guidance, to help them raise the quality of their teaching and fully understand all aspects of their roles and responsibilities 18/03/2024 provide children with SEND the support they need to make the progress they are capable of 18/03/2024 ensure the strategies staff use to manage children's behaviour are improved, so that children receive consistent messages about staff's expectations 18/03/2024 ensure hygiene practices within the nursery promote the good health of children 18/03/2024 devise and implement an effective educational programme that consistently motivates, engages and stimulates children through purposeful play opportunities 15/04/2024 ensure staff use observations and assessments to plan for what children need to learn next to help build on their learning 15/04/2024 ensure staff complete a progress check at age two for all children, to review their progress, provide a written summery for parents and identify any gaps in children's learning.

15/04/2024

Also at this postcode