Ark Day Nursery

What is it like to attend this early years setting?

Older children enjoy drawing pictures. They understand that marks have meaning and show visitors the spider that they have drawn. Younger children are keen to show visitors how they can balance on a wooden plank, which has been set up to encourage their physical development. Staff regularly praise children for their achievements, which creates a positive learning environment where children are keen to have a go at a variety of activities. The nursery rooms look inviting and interesting. Children join in with tidy-up time, so that the areas remain safe to play in. Children say that they enjoy drawing and playing with their friends at nursery. They show they are independent as they lead their own play with their friends and give each other 'high fives'.

Staff know children's interests and they provide learning opportunities taking these into account. Children are confident communicators because staff focus on communication and language across the nursery. Staff use simple single words, such as 'crash', with babies, and older children learn the meaning behind the word 'illustrator'. Leaders ensure that children who are entitled to additional funding get this, and it is used to support any gaps in the children's development.

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

• Staff have worked hard to address the weaknesses raised at the last inspection. Staff have undertaken relevant training, which has given them the knowledge to recognise concerns about children's welfare and take the appropriate action. Staff have received behaviour management training and the impact of this is seen throughout the nursery. Staff regularly praise children for their achievements, and they act as excellent role models. This results in children having high levels of self-esteem and being keen to learn.
• Staff report that they feel well supported by the leaders. They have regular meetings, where they talk about their key children, safeguarding, training and workload. Staff engage in relevant development opportunities, which contribute to the quality of education that children receive.
• Staff know the children incredibly well and confidently talk about the children in their care. They know what they want children to learn next and they understand how to build on what children already know and can do. Leaders want children to develop their physical skills and provide age-appropriate activities for all children to do this. For example, in the baby room young children learn how to climb up a small ladder and two-year-old children balance as they successfully navigate a wooden plank. The older children are challenged even further as they climb higher and walk across a horizontal ladder. Children enjoy taking risks in their play and help each other.
• Leaders know that communication and language skills are a top priority in their local area. Therefore, children's language and communication are of paramount importance in the nursery. Staff provide a language-rich environment, where they talk to children, sing songs, and read books. They provide small group sessions to further assist those children who need support in this area. However, on occasions, quieter children are not encouraged to join in by staff.
• Staff allow children time to practise and revisit the skills that they learn. This means that children become able to manage their own needs. Older children choose which numbered box to place their shoes in and recognise their name as they hang their coats up. Babies have a go at putting their own coat on and finding their own shoes.
• Staff ensure that children of all ages have choices and can express themselves. Young children choose which song to sing with staff, older children are asked to put a brick with their name on into a box to signify what book they would like later in the day. Staff teach children about similarities and differences between themselves and others. Older children demonstrate their learning as they explain to visitors that people have differently coloured skin and different types of hair.
• Leaders make sure that parents understand the service provided by the nursery. Parents receive pictures from the nursery each day, explaining the learning behind each activity. Parents have access to information online about what their children are learning and have use of a lending library. The manager has identified that tailored learning would further progress children's learning at home.

What the setting must and should do next

The provider should:

• extend support for parents, so that they are equipped to promote their children's individual learning at home
• support staff to engage quieter children in group sessions.