Noah's Ark Preschool

Inclusion: Expected standard

Parents and carers speak positively about the setting's effectiveness in identifying and supporting their children's individual needs. This includes securing additional funding and working collaboratively with external agencies to support children with special educational needs and/or disabilities (SEND). This has been allocated to support additional key-person time and tailored speech and language interventions. Parents have a clear understanding of how individual support plans help their child to make progress in learning. Leaders make well-informed decisions about the use of additional funding to ensure that it supports children's next steps in learning. Parents are actively involved in these decisions, and leaders monitor and review the impact of interventions regularly.

Staff receive guidance from leaders to support all children, particularly those facing barriers to learning and wellbeing, including disadvantaged children, those with SEND and looked-after children. The majority of these children have their needs met and make progress. Staff make timely and appropriate referrals in most cases.

Leaders work closely with parents and professionals to secure interventions and support as needed. Where appropriate, staff assist families in accessing community food banks and are provided with resources to meet children's basic needs through partner organisations. The special educational needs coordinators undertake regular training to extend their knowledge and expertise. This ensures that staff can support children with gaps in their learning and development effectively.

Curriculum and teaching: Expected standard

Staff's interactions with children place a strong emphasis on developing their vocabulary, language and comprehension, particularly for those children who are disadvantaged. Staff prioritise children's physical development from the earliest stages. They demonstrate a clear understanding of the steps needed to build children's strength, coordination and motor control. Staff promote these skills through a well-planned and ambitious curriculum that incorporates indoor and outdoor learning opportunities.

All children have frequent opportunities to develop their independence, supported by purposeful interactions with staff. They confidently manage tasks, such as tidying away resources and serving themselves at mealtimes. This helps to build children's resilience and self-care skills. Most children engage well in independent play, although some lose interest when staff provide activities that do not sufficiently extend their thinking skills.

Practitioners observe children during play and daily routines to gather evidence of learning and inform curriculum planning. This allows practitioners to tailor teaching to the children's different starting points, needs and stages of development. Observations focus on areas such as communication, physical development and social-emotional skills. Assessment outcomes are shared with families to support learning at home, encouraging partnership between the setting and parents.

Story sessions are engaging. Children listen attentively and predict what might happen next. They build effectively on their prior knowledge and deepen their love of stories and their understanding of the diverse world in which they live. Children also enjoy songs and rhymes, enthusiastically joining in with actions modelled by staff. These experiences support children's language development and encourage them to express themselves creatively.

The curriculum is carefully planned and sequenced to ensure that children make progress in their communication, physical development and independence. Staff's interactions are purposeful, enabling children to develop the skills they need to transition into the next stage of their learning.

Achievement: Expected standard

Children typically make good progress from their starting points, including those who are disadvantaged and those with special educational needs and/or disabilities. They benefit from effective one-to-one and small-group interventions, which support their access to and engagement with the curriculum. Practitioners prompt positive interactions between children and adults, modelling conversations and introducing new vocabulary.

Children are motivated by the activities on offer and demonstrate perseverance and resilience when challenges arise. For example, they use a range of scissors and glue to cut and stick small gems and jewels when making Christmas baubles for friends and family. Most children sustain concentration and show curiosity, which reflects their positive attitudes towards learning.

Children gain knowledge and skills across all 7 areas of learning. They consistently develop their independence skills, which supports a smooth transition into school.

Behaviour, attitudes and establishing routines: Expected standard

Children form secure and positive attachments with their key persons, which strongly supports their emotional wellbeing and readiness to learn. Most children, regardless of their age, are highly engaged in activities and consistently demonstrate positive attitudes towards learning.

Leaders and staff have high expectations for children's behaviour and attitudes. This creates a culture of patience, respect, resilience and curiosity. Staff demonstrate a clear understanding of the importance of developing children's personal, social and emotional skills. They support children to manage their own feelings and behaviour through sensitive and purposeful interactions. Incidents of poor behaviour are addressed promptly. Staff act as positive role models and regularly use praise to reinforce children's positive behaviour.

Developing children's independence underpins the curriculum. Staff embed opportunities in daily routines. For example, at snack time, they encourage children to confidently select their own healthy snack. These approaches ensure that children develop self-confidence and a strong sense of belonging.

Leaders promote the value of good attendance and work with parents and carers when children arrive late. Staff work proactively with partner schools to support the best interests of children.

Children's welfare and wellbeing: Expected standard

The setting places a strong emphasis on supporting children's welfare, mental health and wellbeing, especially for those children who are disadvantaged and those with special educational needs and/or disabilities. Staff are responsive to the needs of young children, offering comfort, reassurance and encouragement when required. They build warm and trusting relationships that promote children's confidence and independence, helping children to develop essential self-care skills. Children demonstrate this by independently putting on their coats as they move between environments. Staff also ensure that hygiene practices are effective in meeting the personal care needs of children as they progress through the setting's phases of toilet training.

Children enjoy their play and learning, showing curiosity and enthusiasm as they explore a wide range of activities and have daily access to outdoor learning. Leaders and staff create a safe, welcoming and inclusive environment where children feel valued and secure. Children's transitions from their parents and carers into the setting are managed exceptionally well. Children arrive happily, demonstrating that they are settled and excited to begin their day.

Through positive interactions and a nurturing approach, staff support children to manage their feelings and develop resilience. Leaders ensure that the environment remains calm and consistent, enabling children to thrive in a space where their wellbeing and learning are prioritised.

Leadership and governance: Expected standard

Leaders have a secure understanding of the setting's context. They place the best interests of children at the heart of all decision-making. Leaders maintain strong partnerships with parents and carers and professionals, enabling children to settle quickly when they join the setting. Recent training priorities have focused on the implementation of speech and language tools and developing the value of friendship.

Leaders have strategically identified the setting's strengths and areas of improvement. They have the necessary ambition for those children who are disadvantaged and those with special educational needs and/or disabilities.

Leaders demonstrate a strong commitment to professional development by offering a wide range of high-quality training opportunities and access to relevant qualifications. These opportunities are highly valued by staff and have a clear and positive impact on the quality of the curriculum and children's outcomes.

Staff's morale is high. Leaders take decisive action to ensure that staff feel valued and that workload and training are carefully managed and prioritised. This proactive approach fosters a motivated workforce. This enables staff to continually enhance their practice and meet the needs of children effectively. As a result, the setting maintains the expected standards of care and education through focused leadership and a culture of evaluation and improvement.