Azra Fatima
Data last updated · May 2026
Quality Indicators
See Methodology →- Overall QualityCombines daily care quality (interactions, learning, environment) with structural features like staff-to-child ratios and teacher qualifications.5 / 5
- Process QualityThe quality of daily care — caregiver-child interactions, learning activities, and the emotional climate. Drawn from the state QRIS rating, accreditations, and Head Start CLASS observations.Not Available
- Structural QualityMeasurable features like staff-to-child ratios, group sizes, license status, and teacher qualifications. Provider-level data when available; otherwise the state regulatory baseline.5 / 5
Why this rating
This daycare earned 5 out of 5 stars overall. Structural quality reflects a license in good standing. The structural rating also includes Maryland's licensing baseline — what every licensed daycare in the state must meet. Maryland caps infant ratios at 1:3, toddler ratios at 1:3, and preschool ratios at 1:10. Lead teachers must hold a High School Diploma. Teachers must complete 12 hours of annual training. No objective process measures (e.g., state quality rating or national accreditation) are available for this daycare. The overall rating reflects structural features only.
Quality Recognitions & Accreditations
- Accreditations
- National Association for the Education of Young Children (NAEYC)Not Accredited
- National Accreditation Commission (NAC)Not Accredited
- National Early Childhood Program Accreditation (NECPA)Not Accredited
- National Association for Family Child Care (NAFCC)Not Accredited
Facility Info
- Facility type
- Family Child Care Home
- Age groups served
- Toddlers, Preschool, School-Age
- Licensed capacity
- 8
- Teacher-child ratios & group sizesState Minimum Displayed
Age Max ratio Max group Toddlers 1:3 9 Preschool 1:10 20
Teacher Credentials
- Lead teacher credentialState Minimum Displayed
- High School Diploma
Inspection History
Across 1 inspection since 2024, the issues cited most often were Children's Records & Files (3), Emergency Preparedness & Drills (3), and Parent Communication & Policies (2). None of the 10 findings were critical.
See the Inspection Visit
Aug 30, 202410 Findings10 Important
- LS Did Not Observe Any Required Documents for a Child Admitted to Care13A.15.03.02A
LS did not observe any required documents for a child admitted to care. Provider must immediately submit evidence of all required documents or the child may not be admitted to care until all required documents have been received from the child's parent.
- LS Did Not Observe Evidence of a Written Parent Agreement for the Child Admitted for Care.13A.15.03.03A
- LS Did Not Observe Evidence of a Daily Attendance Record That Is Verified by the Child's Parent.13A.15.03.03B
- LS Did Not Observe a Substitute Record. LS Observed Two Substitutes Present Providing Care for a Child.13A.15.03.03C
- LS Did Not Observe Evidence of a Fire/emergency Drill Record.13A.15.03.03F
- LS Did Not Observe an Emergency Form for the Child Admitted for Care13A.15.03.04A(1)
LS did not observe an emergency form for the child admitted for care. Provider must maintain an emergency form at all times for each child admitted for care.
- LS Did Not Observe a File Being Maintained for a Child Who Was Admitted to Care13A.15.03.04C
LS did not observe a file being maintained for a child who was admitted to care. The substitute stated that the child's parent had the file. Provider is reminded that she is required to maintain children's records in the home at all times.
- LS Did Not Observe the Home's Written Emergency and Disaster Plan.13A.15.10.01A(1)
- LS Did Not Observe the Emergency Escape Route Floor Plan Posted in or Near the Approved First Floor Area Where Care Is Being Provided.13A.15.10.01B(1)
- LS Did Not Observe the Following Items Being Maintained in the First Aid Kit: Tweezers and Clear, Liquid Soap13A.15.10.01H(1)
LS did not observe the following items being maintained in the first aid kit: tweezers and clear, liquid soap. Both items were placed in the kit during the inspection.