Noah's Ark Pre-School

What is it like to attend this early years setting?

Children enjoy the time they spend at this friendly pre-school. They arrive happily and separate from their carers with ease. The enthusiastic staff welcome children and talk excitedly about what they have brought along for 'show and tell'. Children form close bonds with the nurturing staff. They cuddle up to them at story time and seek out their key person for reassurance when tired.

Children enjoy a wide range of resources and activities in the pre-school. Staff plan exciting learning opportunities indoors and in the large garden area. Children are learning about the local wildlife. They enjoy identifying the various geese, ducks and heron that live in the neighbouring river. Children also get to explore the local environment with trips out to nearby parks.

Children demonstrate high levels of confidence. Staff encourage this with numerous opportunities for children to display their talents to the group. For example, children are proud to stand at the front and sing their favourite songs during circle time. Children engage well with visitors, talking confidently to them and encouraging them to join in with activities.

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

• Leaders have clear intent for children's learning. They plan activities based on children's interests and adapt them to meet the needs of individual children. For example, children are developing their mathematical language. Staff support them in building structures and examining the features of the three- and four-dimensional shapes they make.
• Children with special educational needs and/or disabilities are well supported in the setting. Staff skilfully adapt activities to ensure all children learn in a way that best supports their needs. For example, some children get overwhelmed by the large group during circle time. Staff are aware of this and swiftly introduce alternative ways for them to share their stories and experiences to a smaller audience.
• Children behave well in the pre-school. They are kind and considerate and are learning to take turns in activities. Staff use innovative methods to teach children about kind behaviours. For example, they support children to play cooperatively by reminding them of the kind characters they read about at story time.
• Relationships with families are strong. Parents speak highly of managers and staff, and the care and support offered to children and families. Staff work hard to establish effective methods of communication from the start. Parents provide comprehensive information about children's early experiences. This allows staff to plan learning opportunities children may not otherwise receive.
• Children are growing increasingly independent. They put on their own shoes and coats and wash their hands with minimal support. Children clear away their cups and plates after snacks and meals. This helps prepare them for the routines of school.
• Staff use every opportunity to enhance children's knowledge of essential hygiene routines. At story time, children are learning about a crocodile with toothache. Staff talk about the importance of brushing teeth properly. They encourage children to practise themselves with various toothbrushes and sets of teeth.
• Managers and staff engage well with other professionals. They are proactive in seeking out medical and developmental advice. They invite professionals into the setting and work together planning activities to support children. This enables staff to support the physical and emotional well-being of all children in the pre-school.
• Managers demonstrate integrity in ensuring additional funding is appropriately distributed. They involve parents and key staff in the decision-making process. This ensures that children in receipt of funding are fully supported in their development.
• Managers have established a comprehensive recruitment and induction process. This ensures that staff are suitable and have received the required training prior to starting in the setting.
• Staff supervise focused group activities well. They are aware of children's next steps and interact well with children to support them in achieving them. However, staff do not always provide the same high-quality interactions and teaching in sessions of free play.

What the setting must and should do next

The provider should:

• consistently support children in meeting their next steps by engaging them in high-quality interactions in all activities.