Nuh's Ark Nursery

Inclusion: Expected standard

Managers are committed to providing an inclusive environment where staff support and value every child. Leaders and staff typically identify children's individual needs at an early stage through observations, assessments and partnerships with parents and carers. Effective supervision arrangements also support staff in recognising and responding to children's changing needs.

Generally, children benefit from clear and achievable next steps, alongside timely interventions and strategies tailored to their individual needs. This includes targeted one-to-one support to promote their learning and development. Staff make adaptations to the curriculum to ensure that all children can access learning opportunities and participate fully in experiences across the setting. Robust tracking systems help leaders and staff to identify children who may require additional support. They complete progress checks when children are aged between 2 and 3 years in line with statutory requirements. This contributes to the timely identification of children's individual needs, alongside ongoing observations and assessments.

Leaders and staff work collaboratively with parents, carers and external professionals to ensure a coordinated approach that promotes positive outcomes for children. They establish professional, caring and supportive relationships with children and their families. Staff receive regular professional development opportunities to strengthen their knowledge and skills in supporting children with a range of needs. Leaders provide ongoing guidance and support to ensure strategies are implemented effectively. They use additional funding purposefully to support children's learning and development through targeted interventions, resources and training. Leaders monitor the impact of this funding closely to ensure it contributes to improved outcomes for children.

Curriculum and teaching: Expected standard

Leaders have a clear understanding of the intent of the curriculum they have designed, which generally reflects the needs and interests of the children attending. Key workers use their knowledge of individual children to tailor the curriculum effectively. This ensures they adapt planned learning opportunities to meet children's differing needs. Children engage in activities that build on their prior knowledge and skills. Staff consider children's interests when planning experiences.

Staff promote children's physical development well. Older children benefit from regular outdoor play and indoor climbing opportunities. They take part in activities that strengthen fine motor skills, such as using tweezers, scissors and other one-handed tools.

Staff adapt teaching to support inclusion and meet children's individual needs. They use strategies such as signing, while regularly revisiting new vocabulary and knowledge to reinforce learning. Staff introduce children to a range of language during play and planned activities. They emphasise initial sounds and discuss word meanings to extend children's understanding. Staff use open-ended questioning to encourage children to think, share ideas and deepen their learning. Interactions between staff and children are purposeful and support children's communication and language development well.

Staff teach mathematics explicitly throughout the curriculum. Children learn about shape, number, counting, sequencing and concepts such as volume through practical experiences, such as water play. Staff promote reading and early literacy. Leaders have identified that story and singing sessions are not always scheduled at the most effective times, as other routines and children departing can disrupt other children's learning. They have plans in place to adjust the timetable to maximise children's engagement, listening and concentration.

Achievement: Expected standard

Children typically engage well in their learning. They develop the knowledge, skills and confidence needed for their next stage of education across all areas of learning. Children make steady progress from their starting points. Pre-school children demonstrate mathematical skills as they accurately count beyond 20. They use scissors and mark-making tools with increasing control. Throughout the nursery, children sing nursery rhymes and Islamic prayers to support their communication and language development.

Children develop their understanding of the world as they learn about topics such as the life cycle of a butterfly. They confidently answer questions that extend their knowledge and curiosity. Older babies demonstrate their ability to sort and categorise by colour. They develop their hand-eye coordination through creative activities. Older children strengthen their physical skills outdoors as they ride bicycles, develop balance and use tools to make large movements. Although opportunities for younger children to develop physical skills outdoors are less well developed, babies move confidently around the learning environment and build core strength. Parents and carers report noticeable progress in their children's confidence, social skills and communication.

Behaviour, attitudes and establishing routines: Needs attention

While many routines support children's behaviour, security and independence, staff do not yet consistently embed these across the nursery. At times, group activities are disrupted by routine transitions, such as children going to the toilet, having their nappy changed or being collected. Staff do not support children effectively to stay engaged and listen well at these times. They do not consistently implement their expectations during transition times fully. This results in minor disruptions and reduced opportunities for children to develop their independence and regulate their feelings.

That said, children generally demonstrate positive behaviour and attitudes throughout the nursery. They receive support through nurturing approaches from staff. Staff use positive reinforcement strategies, including specific praise and reward systems, to support children to understand some expectations and develop confidence. Staff have an understanding of child development and adapt their responses appropriately, using observation, questioning and redirection. Staff seek to understand and address the causes of behaviour. They further support children's behaviour through faith-based values that promote kindness, respect, sharing and consideration for others. Children receive encouragement to use positive manners throughout the day. Staff monitor behaviour incidents effectively to identify patterns and ensure timely support where needed.

Nurturing relationships between staff, children and families contribute to children's sense of security and wellbeing. Staff know their key children well and use this knowledge to support their individual development. Staff are positive role models. They are friendly and demonstrate respect in their interactions with others. Children are generally enthusiastic learners who engage positively in activities overall and demonstrate curiosity and confidence. Staff encourage regular attendance and emphasise the importance of punctuality.

Children's welfare and wellbeing: Needs attention

Hygiene practices are not consistently effective in promoting children's positive health. Staff do not establish handwashing routines securely. They do not routinely support children to develop independent hygiene habits. Staff do not promote children's self-care skills through clear routines. Outdoor experiences for some children, particularly babies, are limited by a lack of appropriate all-weather clothing and opportunities. Older children access outdoors daily but staff do not support children to change out of damp clothing after rainy outdoor play. This does not prioritise children's comfort and wellbeing.

Children enjoy a range of healthy meals and snacks. Staff do not routinely engage children in conversations to extend their understanding of healthy lifestyles by discussing the benefits of nutritious food and physical development.

Despite this, children's emotional wellbeing is supported through warm and nurturing relationships with staff. The key-person system enables staff to get to know children and families well and provide tailored care. Care practices for babies are tailored to individual routines and needs. Sleep and feeding arrangements reflect those established at home. Children appear happy, settled and confident within the nursery, demonstrating a sense of belonging. The nursery is generally a safe and welcoming environment.

Leadership and governance: Expected standard

Leaders are committed and have a clear vision. Typically, they identify relevant areas of development. Leaders are reflective and develop and improve the curriculum and environment for all children. Leaders maintain effective oversight of children's progress, attainment, incidents, accidents and any safeguarding matters. They use data appropriately to monitor outcomes and identify patterns. Leaders have acknowledged where practice has declined, including hygiene routines, and have taken prompt action to address this, recognising that consistent practice now needs to be securely embedded. Leaders have also responded to barriers to outdoor learning by providing waterproof suits for all children, although these were not yet available at the time of the inspection. The nursery's vision is established, and leaders are creating an educational system that aims to improve outcomes for children and benefit the wider Muslim community.

Leaders actively promote continuous reflection and professional development with staff. Staff access weekly training as part of their regular supervision sessions and appraisals. They have tailored training that secures their progress towards identified targets. This strengthens staff's skills and knowledge and supports their confidence. Leaders are developing the role of room leaders to better support staff in delivering effective group times and consistent behaviour management. This work is not yet sufficiently embedded to have a consistent impact. Staff feel well supported in their role. They value the weekly protected time they receive to fulfil their duties to the best of their ability. Staff appreciate the priority given to their wellbeing.

Partnerships with parents and carers are a strength. Leaders place a high priority on clear communication. Parents discuss the effective input that has supported their children's individual needs. For instance, they appreciate staff adapting lunchtime routines and the support for their children's communication and language development. Parents are well informed about their children's learning through weekly online app updates and regular conversations. Leaders and staff provide regular curriculum and child development workshops and guidance for parents. Effective partnerships ensure targeted support on toileting and reducing screen time, for instance, which benefits children directly. This helps parents to further support their children's learning at home.