Al-Madina Nursery, Aston

Books borrowed for home, yoga poses and conversations about feelings give this Aston setting a recognisable character. At its January 2025 inspection, Ofsted judged Al-Madina Nursery, Aston Good, found safeguarding effective and described effective specialist support for children with complex special educational needs and/or disabilities (SEND).

The nursery has 28 places in total at 21 The Broadway, Birmingham B20 3EB. In January 2025, children attending were aged two to four; the account below describes nursery life at that time.

In January 2025, the early years foundation stage provided the statutory framework for learning, development and care: play supported language, movement, relationships and early mathematical understanding. Toddlers explored sticky materials while adults introduced vocabulary. Preschool children combined counting with yoga and learnt about shapes through beanbag games. Learning had a practical form.

Books travelled beyond the nursery. In January 2025, children visited the local library and selected nursery books to read with their families, giving parents a concrete way to continue reading together. Visits to the mosque and fire station, alongside visiting health professionals and police officers, introduced children to community roles.

Physical play needed ingenuity. In January 2025, the outdoor area was small and being developed, with restricted scope for energetic movement. Indoors, balance boards, climbing frames and stepping stones supported movement; regular park outings extended those opportunities. Improving the outdoor learning space remained an action point.

In January 2025, home visits and a gradual settling process helped families prepare for attendance. Bilingual staff supported communication, and staff sought translators to help communicate with parents who spoke English as an additional language. For children approaching primary school, staff worked with schools and accompanied parents on school visits.

Emotional understanding also had a practical expression. In January 2025, children used cushions displaying emotions to explain their feelings, while adults helped them practise sharing and managing emotions. Drinks were accessible at hydration stations, and snuffle stations encouraged children to manage nose care themselves.

Communication needed greater consistency. In January 2025, termly parent meetings and an app carried developmental assessments, but some parents using neither the app nor its information understood too little about their child's next learning steps. Some families also could not identify their key person by name. These were improvement priorities, despite the opportunities for discussion and parent workshops on oral health and the curriculum.

The address is 21 The Broadway, Birmingham B20 3EB. In January 2025, opening hours were 8.30am to 3.15pm during term time, and the setting provided sessional care. That timetable is relevant to families planning care around the school year, rather than holiday cover.

In January 2025, funded early education covered two-, three- and four-year-olds. This is a dated account of the funding offer.

• Outdoor movement. In January 2025, the small outdoor space constrained energetic play. On a visit, ask how its development has changed children's opportunities to move and explore.
• Key-person communication. In January 2025, some parents lacked their key person's name or a clear understanding of learning priorities. Ask how updates reach families who do not use the app.
• Attendance planning. The January 2025 timetable was term-time sessional care. What attendance pattern and funded-hours arrangements would apply to your child now?

For families seeking sessional care during term time, the January 2025 picture offers useful strengths: shared reading, practical learning and support for communication. The two improvement priorities matter too. Outdoor space and reliable key-person updates deserve attention alongside the positive inspection judgement.