Noah's Ark Pre-School

What is it like to attend this early years setting?

Staff warmly greet children on arrival and children enjoy their time in this nurturing and welcoming pre-school. Staff know children very well and form close and loving bonds with them. This helps the children to feel safe and emotionally secure. Staff pay particular attention to learning about the children's individual learning needs. They provide a broad and balanced curriculum based on children's current interests and existing knowledge. Staff ensure that activities and experiences are fully inclusive. Consequently, all children, including those with special educational needs and/or disabilities, make good progress from their starting points.

Staff are strong role models. They are gentle, kind and patient. This positively impacts the way children behave and treat each other and staff. Children form good friendships with other children and their behaviour is good. Any minor disagreements are dealt with fairly and sensitively by the staff who have clear boundaries and routines in place. This helps children, particularly those children who occasionally struggle to regulate their emotions, to develop a firm understanding of what is expected of them and what is happening next. Children demonstrate a positive 'can do' attitude to their learning. Staff encourage children to keep on trying in order that the children can take pride in their own achievements.

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

• Staff are well supported by the leaders of the pre-school. They have access to ongoing training to positively impact their practice, such as learning how to take a more targeted approach for those children who most need it. Staff say that their well-being is high. They feel valued and listened to, and are actively encouraged to contribute their own ideas to the running of the pre-school. Parents provide extremely positive feedback about staff and believe that the pre-school is very well managed.
• Staff support children's early language development well. They model the correct language and introduce new words. For instance, during an adult-led activity children hear the words, 'mixture', 'develop' and 'liquid'. This helps to increase children's vocabulary and understanding. However, there are occasions when staff invite children to contribute to discussions but do not give them enough time to think and respond. Consequently, children are not consistently given the opportunity to provide their own thoughts and opinions.
• Children benefit from well-planned group activities. For instance, staff plan large group games to encourage children to engage and participate. Children squeal with delight as they run to their friends with a basket of toy fruits. They cheer each other on as they demonstrate the clear friendships they have made. Children learn to turn-take and develop an understanding that they will not always be chosen to go first.
• Staff teach children how to complete new tasks, such as putting on a coat and pulling up a zip. They encourage children to do as much as they can do for themselves which effectively supports their growing independent skills. Children serve their own snacks with little support from staff and are keen to tidy away toys and activities when they have finished playing with them. Independence skills will prepare children well for the next stage in their education, such as going to school.
• Staff place a strong emphasis on promoting healthy lifestyles. They have discussions with children about what healthy foods should go into their bodies and why it is important to look after their teeth. Children enjoy the varied opportunities to be physically active. For example, children run around outside, climb steps and negotiate obstacles as they chase their friends. They roar with laughter as staff encourage them to stretch up high and wiggle their hips as they take part in a 'boogie woogie' dance activity. Children learn that movement and exercise can be tremendous fun.
• Overall, staff effectively use children's play and the environment to extend their learning through spontaneous interactions. They link activities and discussions to children's own experiences, such as stories about their families. This helps children to be focused and become confident about sharing their stories and thoughts with others. However, there are times when staff do not recognise when children would benefit from more support to build on their interest and extend their learning. As a result, there is some inconsistency in the quality of support for children's learning during their freely chosen play.

What the setting must and should do next

The provider should:

• give children enough time to process their thoughts and express their ideas, when responding to questions
• support staff to better recognise, and make more effective use of, spontaneous opportunities to extend and challenge children's learning.