Noah's Ark Pre school (Billericay)

What is it like to attend this early years setting?

Children arrive eager to start their day at pre-school. Staff welcome the children and their families. The manager and her team invest time in getting to know the children and settling-in sessions are tailored to meet their individual needs which may also include a 'home visit' if appropriate. Children's well-being underpins all decisions made and means that overall, children settle well and leave their parents with ease. The curriculum is based around the children's interests and what they need to learn next. Parents are encouraged to share what they know about their children. Staff have a secure knowledge of how children learn, and initial assessments and observations inform the planning of activities around the children's interests and seasonal themes.

Children demonstrate they feel secure. They speak with confidence to visitors to the setting. For example, they are curious about names, they understand print has meaning and make good attempts to copy letters from visitor badges, as they role play schools. Children show enthusiasm and sustained concentration as they make models. They persevere as they find the end of sticky tape. Children are supported as they use scissors to cut wool and are thrilled with their creations, and the praise they receive. Staff are attentive and show genuine kindness to children. They are good role models. Children have formed friendships and are kind to one another.

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

• The quality of teaching is good. Staff have high expectations for all children. There is a strong focus on supporting children's language and emotional development. Children have many opportunities to learn skills they need to prepare them for successful future learning and for the transition to school.
• An effective key-person system means children settle quickly. Staff are sensitive, warm and nurturing, and children have established secure bonds with their key person.
• The manager ensures that the curriculum provides appropriate challenge and is securely embedded across all areas of learning, both indoors and outdoors. Children play within a fully inclusive environment where resources are easily accessible for them to initiate their own ideas.
• Children enjoy their time outdoors in the garden. They learn to take care of themselves and keep safe in the sun. They understand the importance of wearing sun hats and of keeping hydrated when outdoors. They are provided with opportunities for water play to keep cool, and master the skill of filling syringes to squirt. They concentrate and giggle when they complete the task.
• The pre-school special educational needs coordinator is knowledgeable about her role and is committed to ensure children with special educational needs and/or disabilities, are well supported. Staff use early intervention strategies to ensure children can actively participate in all aspects of the pre-school.
• Parents express their complete confidence in the staff and feel assured their children are safe and progressing well. Parents say they feel welcome, and that staff are extremely supportive and approachable. They say communication is good and they are fully informed and involved in their children's progress.
• Children are very familiar with the routines of the pre-school and respond well to the requests of the staff. However, on occasions, the routines of the session have an impact on the children's play, concentration, and learning. For example, when children are engrossed in their play, they are interrupted for garden play or when they have to return indoors for group sessions.
• The manager has effective systems in place to recruit, induct and monitor staff. She welcomes her team's ideas and individual skills that will enhance the curriculum. Staff comment that they feel valued and fully supported to develop their own professional qualifications and attend training whenever possible.
• Children's behaviour is good overall. However, on occasions, some staff are too quick to intervene in children's disagreements. This means children are not learning to negotiate with one another to establish a positive solution to a problem, for example, when sharing toys.

What the setting must and should do next

The provider should:

• improve the organisation of daily routines to ensure that they enable children to finish activities to their own satisfaction
• provide children with more opportunities to take responsibility for themselves and solve problems when negotiating how to share resources.