Ark Start, Oval

What is it like to attend this early years setting?

The nursery offers children rich opportunities to play and learn. Imaginative activities are available at different heights to inspire curiosity. For example, a plastic tray on the floor with soil and buried props motivates children to explore. Children make and taste imaginary juice from carrots they have found and discuss how many are needed to make a cupful. Staff build on vocabulary by providing a narrative for the experience.

Staff know children well; this helps them to feel safe and settled. The nursery focuses on personal, social and emotional development, giving children the tools to progress through life and education. Behaviour is positive and managed sensitively by teaching children empathy and names for feelings. Respect and tolerance are woven into the fabric of the nursery. Positive efforts are made to communicate intentions to parents. The outside space is thoughtfully resourced, with loose parts and open-ended play materials. This encourages imagination as well as physical development. Children work together to construct a pirate ship. They use tubes to spy on each other and a sand timer to alert them when it is time to swim with sharks.

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

• Staff develop children's communication well. They create a feeling of inclusivity by using a variety of methods to interact with children. Non-verbal children and children with limited language are included with the use of sign language. Staff make eye contact and use body language and tone of voice to communicate. Language is modelled by describing what the children are doing as it is happening.
• Key workers help children progress by concentrating on specific learning needs. Resources are thoughtful and age appropriate. However, not all activities follow children's interests. An emphasis on an adult-led activities means opportunities for discovery and creative thinking are limited.
• The nursery promotes school readiness by encouraging the children to be independent. Children are self-sufficient and learn to take care of their own needs. For example, they dress independently.
• Staff pay special attention to teachable moments. For example, getting children to think about how they are feeling, and those around them. Children listen to familiar stories and are invited to participate by remembering what comes next. Staff offer praise and encouragement to children by consistently noticing and narrating their actions. For example, keeping the pencils safe when walking. However, high levels of adult involvement reduces the time children have to think and respond.
• Routines are embedded giving children a sense of security and expectation of what is happening next. Staff model positive behaviour and respect for one another. Children are helped to take turns and show empathy to others, and, as a result, behaviour is good and children grow in confidence. When dealing with big emotions, children are comforted and shown consideration. This allows time for them to self-regulate.
• The nursery works hard to promote positive relationships. Stay-and-play sessions for parents are offered throughout the year, each covering different areas of learning. This helps to support and extend learning at home. Staff regularly share information, such as activities the children have enjoyed using an online application. Meetings and parents' evenings are used to communicate developmental progress. In addition, the nursery works closely with outside agencies, such as the local authority, to support children.
• The managers offer consistent support by leading from the front and being present in the rooms with the children. Weekly meetings and updates mean that staff feel involved. Supervisions and targets are implemented to help manage performance and improve practice. Staff are committed to providing good quality childcare.
• Children learn to be safe by managing their own risk and being body aware. For example, staff make children mindful of potential hazards, such as standing at the top of the climbing frame, while allowing them the freedom to climb.

What the setting must and should do next

The provider should:

• give children time and space to allow them to think and process their thoughts and ideas
• review the planning and implementation of adult-led activities to ensure that they capture children's interests and build on their existing knowledge.