Noahs Ark Pre School

What is it like to attend this early years setting?

Leaders have clear intentions for children's learning. The curriculum places a focus on preparing children for school, helping them to gain fundamental skills such as independence and confidence. Staff create a calm and welcoming environment where children demonstrate that they feel safe, secure and happy. Children arrive and immediately immerse themselves into the morning routine, shining with independence. Children pack away their belongings, wash their hands and find their names for self-registration. Furthermore, children wipe their own noses and attend to their own toileting needs. Children learn how to lead a healthy lifestyle. Children demonstrate good early mathematics skills. They count beads up to 15 and use language such as 'bigger' and 'smaller'. Outside, children build strength and agility as they pull on a net to climb a hill. Children excitedly pick flowers, enjoy chatting together and use vocabulary such as 'lavender' and 'dandelion'. Children are highly motivated and curious learners.

Children's behaviour is exemplary. Staff set clear, consistent rules and boundaries, helping children to know and understand what is expected of them. Children begin to learn how to manage their own conflicts and use phrases such as 'Shall we swap and take turns?' Staff are excellent role models and children listen and follow instructions well. For example, when they hear the tidy-up bell, they tidy away toys together. Children's transitions, both within the setting and on to school, are well-supported. For example, staff ensure dough is available every morning for children as they arrive, providing a calm sensory experience. This helps to create seamless transitions for children.

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

• Children enjoy varied experiences across all areas of learning. Staff plan activities that are stimulating and engaging. For example, children push small cars down pieces of guttering, observing how fast they go. Inside, children have fun drawing faces with shapes. However, at times, staff do not use their good knowledge of children as well as they could to extend children's learning even further. This means that, on occasion, children's learning is not fully maximised.
• Staff know children well and complete regular assessments, helping to monitor and track children's development. Leaders work closely with outside professionals and parents to implement effective strategies, helping to close gaps in learning. For example, staff provide targeted interventions to focus on specific outcomes for learning. Leaders recognise the importance of sharing relevant information with other settings children attend. This provides consistent approaches to their learning. Children make good progress.
• Children's emotional well-being is a strong focus. Children confidently share their 'wow' moments from home and relish in pride and self-confidence. Staff validate children's feelings and help them to find ways to self-regulate. Consequently, children demonstrate a mature awareness of their own feelings and those of others. For example, children offer their toys to others when they are feeling sad and say, 'This will make you feel better.' Children feel proud of helping others and share this with staff. Children gain excellent emotional literacy skills.
• Children benefit from opportunities within their daily routine to develop their communication, language and literacy skills. Staff and children enjoy singing, dancing and using sign language to retell stories, such as 'The Three Billy Goats Gruff'. Children confidently repeat phrases, helping them to recall familiar stories. Staff question children effectively, giving them time to think and respond. Children begin to recognise their names and demonstrate good pencil control when drawing, in preparation for early writing.
• Staff help children to begin to learn about their local community. They visit local shops, the church and library. Leaders welcome visitors into the setting to share their job roles, including beekeepers. Children enjoy sharing how they say 'hello' in their home language. This widens children's knowledge of diversity and culture.
• Leaders and staff are passionate about their roles. They work together collaboratively and staff report that morale is high. Leaders empower staff by identifying areas for development and disseminating training, to ensure all staff benefit from new knowledge. Leaders understand the importance of self-evaluation to continuously enhance the provision. For example, the implementation of a staff communication book and a parent feedback board ensures consistent information sharing.
• Leaders and staff strive to build strong relationships with parents and offer ongoing support. For example, leaders provide parent workshops on how to support children's well-being, helping to strengthen the continuity of learning at home. Parents regularly receive updates on their children's development and enjoy attending stay-and-play sessions. Parents deeply value the 'kind, nurturing and trustworthy' staff.

What the setting must and should do next

The provider should:

• refine activities and staff interactions to target and challenge children's individual learning more precisely, helping them to reach their full potential.