Noah's Ark Nursery School

What is it like to attend this early years setting?

Children are curious and happy as they play with friends. On arrival, they confidently wave goodbye to their parents and rush into the nursery. They feel secure and safe. Children of all ages engage well, often focusing on one activity for a long time. Pre-school-age children build coordination and strength riding tricycles. Staff join in, riding adult-sized tricycles. They help create clear routes, guiding children to take turns.

Staff have created a broad curriculum, preparing children well for their next stage of learning. Children of all ages make good progress in their learning and development. Staff support children to enhance their imagination and creativity. Weekly music sessions allow children to play percussion instruments alongside someone on guitar. They learn about tempo, volume and rhythm. During role play, children sell pretend ice cream. They concentrate as they pretend to scoop ice cream into cones. They use a wide vocabulary, explaining flavour options like 'vanilla', 'strawberry' or 'chocolate' and suggest 'marshmallow' or 'sprinkle' toppings. Others confidently share what they know and enjoy.

Staff guide children to understand how their behaviour affects others. Children are kind and share toys. They learn to sit quietly while cuddling Georgie, the nursery rabbit, and Tango, the guinea pig, so as not to frighten the animals. Staff prompt them to remember that the animals enjoy eating carrots and cabbage, teaching children what animals need to survive. Children grow sunflowers from seeds, learning what plants need to thrive.

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

• There is a good focus on supporting children to build their confidence in mathematics. Staff support toddlers to build their mathematical vocabulary, using words like 'bigger', 'smaller' and 'taller'. Pre-school-age children identify numerals, explaining that the number they see in a book is the same as their age. They confidently count their 10 fingers and name shapes such as squares and triangles.
• Staff have developed a good curriculum with a strong focus on building children's social and emotional skills and confidence. However, at times, activities for older and most-able children do not consistently provide them with further challenge to help them make the best possible progress.
• Children are encouraged to have fun playing outdoors, where they build their core strength and balance by completing an assault course with staff's support. Some children develop their coordination by walking on stilts. Staff use gentle voices to encourage the children, praising them for their perseverance and achievements.
• Some older children are confident communicators and enjoy chatting with their friends. Staff teach children of all ages to use sign language to express their needs. However, in their interactions, staff do not always have conversations with children that support and encourage them to explore their ideas and interests further.
• Children enjoy listening to stories read by staff. Staff help children develop a love for books and stories. Through listening to these books, children gain knowledge of experiences beyond their own. Staff read books in an engaging way, and children enjoy joining in with the parts they know well. Staff have created a popular lending library, which encourages children to extend their love of books at home.
• Staff work well together and report feeling valued in their roles. Managers have strong links with other early years professionals and keep regular contact with other providers when children attend another setting. Staff undertake training to stay up to date with early years developments, and, by reflecting on regular feedback from other staff, they extend their practice.
• Staff partnerships with parents are effective. Parents report that they feel well informed about their children's daily activities and progress. They value the staff's use of the outdoors, which promotes their children's physical development. Parents recommend the nursery to others. Parents of children with special educational needs and/or disabilities report that children are well supported and make good progress from their individual starting points.

What the setting must and should do next

The provider should:

• strengthen the planning of activities for older and most-able children to provide them with further challenge
• engage children in conversations that support and encourage them to explore their ideas and interests even further.