Noahs Ark Pre-School

What is it like to attend this early years setting?

Children and families are warmly greeted on arrival at this friendly pre-school. Staff know the children and families well. Children show close attachments to the staff and seek them out to share in their play. Staff use their knowledge of children's family life to support children to feel safe and secure. They enjoy looking at family photo albums from home, to help children feel settled and secure. This enables children to feel confident in accessing the variety of activities available.

Children explore the learning opportunities with confidence and make the most of the inside and outside areas. They use the grass bank in the garden to slide down with friends. Sometimes, they go fast and hold hands with friends. This helps the children to manage their own risks in a safe environment. Children behave well and play cooperatively together. They enjoy each other's company and make friendships. They play team games of football, where they are considerate and share in their successes together. Children develop independence skills, as they find their coats and bags. They are supported to manage their own clothing, zips and fastenings. Children self-select at snack time and pour their own drinks. They are encouraged to make healthy choices.

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

• Children enjoyed a wonderful story-telling experience. Staff create anticipation and a sense of wonder when introducing the story. For example, they ask, 'What's in this box?' in a hushed voice. They use props to bring the story to life, making the story magical for all children to enjoy. However, not enough emphasis is placed on the frequency with which children get to enjoy stories and songs in sessions.
• Children take part in regular visits to their local community, including the church, nature walks and the local shop. Children begin to develop an understanding of their community and are introduced to the concept of money.
• The key-person system is well embedded. Children benefit from this positive relationship. Staff have high ambitions for all the children. Children show a love of learning. Children discover what a magnet will pick up, and how many keys it can hold. Staff celebrate children's discoveries and extend their learning by introducing new concepts. All children have their next steps in learning planned. However, sometimes, staff do not respond quickly enough to children's changing interests during activities, so that their learning is extended as much as possible.
• Staff provide effective support for children who speak English as an additional language. Staff take time to ask parents about keywords in their children's home language and their correct pronunciation. They offer story telling in home languages, and welcome visits from other cultures. Children feel welcome and included in the pre-school. They benefit from hearing other languages spoken and this supports children in understanding diversity.
• Parents feel well informed about their child's day. They know their child's key person and feel the staff really care about the children and families. Parents talk about the 'family' feel of the pre-school and say that staff are approachable and supportive. They speak highly of the individual settling-in process that supported both their child's needs, and their own.
• Children with special educational needs and/or disabilities receive good support. The staff work closely with the child's family and other professionals. Individual plans are made to support children to make progress, using specific adult-led activities.
• The managers demonstrate a commitment to continuous development, using reflective practice and observation. They work closely with their local early years adviser and are planning visits to other settings to further develop their skills. Managers have implemented a system of staff supervisions and ways to monitor provision. Staff with particular skills are paired with others to share their knowledge.

What the setting must and should do next

The provider should:

• enhance teaching so that staff respond quickly to children's changing interests and adapt the environment to continually extend their learning
• ensure that stories and songs are integrated throughout the day, to support the children to develop a love of books and further support their language development.