The Ark Day Nursery and Preschool

What is it like to attend this early years setting?

Children arrive happy and are warmly welcomed by friendly staff. They settle quickly and become absorbed in activities that interest them. Children show focus and motivation. Toddlers paint their own pictures. They become engrossed in rolling vehicles in paint. They experiment with flicking paintbrushes to create a different effect. Babies expertly use their fingers to scoop sand when filling containers. They demonstrate a sense of achievement, saying, 'Ta da,' as they show staff what they have done. Pre-school children hunt for pretend minibeasts in soil. They find the crickets and tell their friends, 'This has long legs.' Pre-school children initiate their own problem-solving ventures. They predict which toy cars are the fastest and push cars down slides to test out their ideas.

Children play closely with staff and involve them in their play. For example, they explore play food and ask them, 'What do you want for your tea party?' Children show that they are happy and secure. Babies approach staff for a hug when they are tired. They clamber onto their laps and cuddle closely. Toddlers proudly show staff pasta 'necklaces' they have made. Pre-school children sit enthralled as staff engage them in phonics games to make 'silly soup'.

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

• Staff provide a rich environment with a variety of meaningful learning opportunities. They make ongoing assessments about children's learning and quickly identify gaps in development. Staff take prompt action to close these gaps and, as a result, children make good progress.
• Children's independence is promoted. Babies roll up their own sleeves and wash their hands ready for snack. Toddlers serve themselves pasta and vegetables at lunchtimes. Pre-school children put on their own coats and show proficiency in managing zips. Staff tell children to 'have another go'. This helps to support children's growing resilience.
• Staff supervise children closely to ensure their safety. They are vigilant in ensuring play areas remain safe and suitable. For example, staff use cones as a barrier to areas of wet grass to prevent children from slipping. Children show an awareness of dangers. They remind each other to have 'walking feet'. They wear cycle helmets when riding scooters and tell their friends, 'It is for safety.'
• Children have good opportunities to play outside and be active. Pre-school children expertly use tricycles and scooters. They speed around obstacles and change direction as part of their game. Babies crawl and lift themselves up into standing positions. Toddlers whizz down slides. Pre-school children show kindness to younger children. They hold their hands to help them climb ladders.
• Parents say staff are 'supportive' and 'fantastic'. They report that their children are excited to attend the nursery and are making 'great progress'. Parents appreciate the wide range of activities the nursery provides. They value the feedback they receive through daily handovers and an online platform.
• The nursery owner and manager form a strong team. They share a clear vision for what they want to achieve and have implemented changes to further drive improvement. For example, new curriculum planning systems and peer observations have been introduced. Staff have access to a wide range of training and support. They say they feel fully supported and are happy in their roles.
• Children's behaviour is very good. They play calmly next to each other and show an awareness of expectations. Babies help to tidy away toys. Toddlers line up at the door to go outside. Pre-school children sit quietly on the carpet for group activities. Staff use every opportunity to reinforce manners and politeness. However, staff do not always manage daily routines effectively to ensure learning time is fully maximised and children stay focused. For example, children wait for extended periods of time while staff bring food to the tables and this results in children becoming restless.
• Children benefit from regular opportunities to sing songs and read books. Pre-school children search bookshelves for their favourite stories. Toddlers take an active part in singing. Babies babble and repeat familiar words. However, staff do not always maximise all opportunities to promote children's language development. For example, they do not always engage babies in meaningful interactions during nappy changes.

What the setting must and should do next

The provider should:

• strengthen the organisation of routines so that children's play and learning time are maximised
• support staff to maximise all opportunities to extend children's communication and language development.