Noahs Ark Pre School

What is it like to attend this early years setting?

Babies and children grow in confidence and gain new skills in the relaxed atmosphere of this welcoming pre-school. They enjoy playing with their friends and welcome others to join in. Children excitedly look at pictures of themselves and their families and friends that are displayed on the wall. This helps them to feel secure. Daily routines are well thought out to ensure that children can develop their independence. Children have a good balance of being active, when they busily enjoy their play, with more-restful times.

A broad and challenging curriculum is in place for children. This is understood by the skilled and knowledgeable staff team. Adult-led activities are used particularly well throughout the day to give children interesting experiences linked to what they need to learn. For example, older children relax during a soothing and calming yoga session. Toddlers create dough versions of the real caterpillars that they found while digging outside earlier in the day. This helps to develop their physical skills and also reinforces the memory of their earlier learning. Staff introduce new concepts to children and stretch their thinking. Staff challenge older children as they ask children what they know about snow melting. Staff introduce the concept of letter sounds to older children in fun and interesting ways, capturing children's interest and encouraging their engagement.

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

• Leaders and managers take their role in overseeing the pre-school seriously. Robust systems are now in place to ensure that Ofsted are informed about changes to those who make up the registered body. Leaders and managers have a strong vision for the pre-school and make sure that it continuously improves. Additional funding is appropriately used.
• Children show that they feel settled and happy. They easily separate from parents. Parents report how much their children look forward to attending the pre-school. Staff get to know children and their families quickly when they first begin. This enables staff to respond to children's care and learning needs promptly.
• Since the last inspection, staff have increased children's exposure to books and stories. Staff frequently sing songs and rhymes with babies during the day. This supports children's developing language skills. However, the noise levels in the pre-school are sometimes too high for the toddlers to tune in easily to the words that adults are saying at story times. This means that they are less inclined to focus and concentrate on the activity. Some children move away in favour of choosing other play opportunities.
• Managers are aware of any pressures on staff and have clear plans in place to address them swiftly. Staff feel supported, listened to and heard. They are confident that leaders and managers will address any issues that they raise. Staff complete training, which helps them to contribute to raising the standard of education for children.
• Staff respond to children's interests and teach them well. Staff extend children's learning as they introduce new concepts and words to them. Staff talk to children about their activities, and reframe their learning and misconceptions where needed. However, occasionally, during their free play, older children as less-well supported by staff with their learning.
• Children are confident and trusting of others. They seek out emotional support from their key person when they need it. Children speak freely and confidently to staff in age-appropriate ways. Staff allow children to follow their own ideas and interests. Staff delicately support babies and the youngest toddlers to experiment as they explore their cosy baby room.
• Partnerships with parents are effective. The staff tailor their approach to individual children and families. Parents are very positive about the pre-school. They feel welcomed and included in their children's care and education at the pre-school. Parents report that the staff are 'approachable, non-judgemental and supportive'.
• Children with special educational needs and/or disabilities receive good support from staff who understand their needs. Staff work closely with parents and other professionals to ensure that children receive the correct types and levels of support. They carefully reflect on the progress that children are making in response to the purposeful plans in place to support their development.

What the setting must and should do next

The provider should:

• provide higher levels of adult interaction to older children during their free play to better support their learning at these times
• find ways to help children in the toddler room to listen to and enjoy sharing books and stories with less distraction.