The Ark Nursery and Space Out of School Club

Inclusion: Strong standard

Staff know the children exceptionally well and understand the barriers that may affect their learning. In the baby room, staff recognise when new children feel unsettled and focus closely on building secure relationships so they can access play and learning opportunities with confidence. Staff notice when children become overwhelmed, for example at meal times, and offer quieter spaces where they can rest or eat in comfort. This helps children to feel safe and ready to rejoin activities when they choose.

Leaders use funding decisively to extend children's experiences and deepen their engagement. Staff talk confidently about how this funding supports individual interests and helps children to benefit from focused learning. Individual learning plans for children with special educational needs and/or disabilities (SEND) are sharply focused and break learning down into manageable steps. Staff understand these plans well and use them consistently. This helps children with SEND to make significant progress from their starting points. Staff receive bespoke training to meet individual needs, including medical conditions. Those responsible for coordinating the care and learning for children with SEND are highly knowledgeable and staff read children's cues with skill. Adjustments are sensitive and ensure that all children are fully included in nursery life.

Curriculum and teaching: Expected standard

The curriculum supports communication and language well. In the baby room, staff introduce familiar words and extend vocabulary through songs, stories and everyday routines. Babies respond with interest and show early confidence in communicating. Across the setting, children recall earlier learning and talk about what they remember from previous activities. Staff weave mathematical language into play and encourage children to count, compare and notice patterns. Personal, social and emotional development is a clear priority. Staff help children to express their feelings and learn how to build friendships.

Staff read skilfully and simplify complex stories so younger children can engage in ways that match their stage of development. Outdoor learning is a strong feature of the curriculum. Children develop physical strength and coordination as they transport heavy loads in wheelbarrows, build with large equipment and learn to use tools safely. They explore the forest school area where they become resilient and independent learners.

Staff link the teaching and learning experiences they provide to the broad curriculum overview. Plans for children with special educational needs and/or disabilities are sharply focused and show clear intent. Plans for other children are, at times, more general, and staff do not always plan activities that build precisely on what children already know and can do. Leaders recognise that the curriculum has recently developed and that they now need to promote further consistency in how well staff tailor their teaching to individual children's needs.

Achievement: Expected standard

Children make steady progress across all areas of learning. They arrive ready to explore and take part with confidence. Children who face disadvantage build important early skills and join shared routines with increasing confidence and independence. Toddlers show curiosity and concentrate for sustained periods, for example when they become 'nature detectives' who examine flowers closely and watch birds through binoculars. Older children talk with increasing clarity and enjoy sharing their ideas during play and story times. They show interest in books and develop a wide vocabulary that helps them express their thoughts.

Outdoors, children challenge themselves physically as they climb the 'muddy mountain' in the forest school area and explore natural spaces with confidence. Children revisit earlier learning and talk about what they remember, which shows how well they retain new knowledge. They develop the knowledge and skills they need for future success and are ready for the next stage of learning.

Behaviour, attitudes and establishing routines: Expected standard

Children behave well and show positive attitudes to learning. In the toddler room, staff manage conflict calmly and teach children how to interact more positively with others. Children learn to take care of themselves, their friends and the environment. Staff teach this clearly and model respectful and kind behaviour. Older children negotiate and take turns during shared activities, such as stirring the 'pasta soup' they make with plants from the garden.

Leaders offer flexible attendance so children can benefit from their full entitlement and develop good habits for attendance and punctuality. Children follow instructions and understand staff's clear expectations for their behaviour. They handle living things with care and talk about how to make their friends feel better.

Older children's transitions between routines are not always smooth, and this affects how settled and ready they are to learn. At times, older children become a little restless when noise levels rise in pre-school or when they wait too long at meal times. Some are not prepared well enough to listen and need clearer cues to help them to focus. Strengthening these routines would help children to remain more consistently engaged throughout the day.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are central to practice across the nursery. Babies benefit from routines that flow with their needs. Staff monitor meals and drinks closely and respond quickly when babies show signs of hunger or tiredness. Sleep arrangements are robust and well understood. Staff supervise children closely and complete regular checks to keep children safe.

Children feel valued and develop a strong sense of belonging. Staff are kind and attentive and give children their full attention. They listen carefully to children's ideas and respond with warmth. This helps children to feel secure and confident to explore. Emotional development is a strong feature of practice. Staff talk about feelings and help children to develop resilience and coping strategies.

Staff consistently teach children how to keep themselves safe and healthy. Children learn to manage risks with growing confidence. The youngest children begin to learn simple safety rules during games that prepare them for keeping themselves safe when, for example, they join activities around the fire pit in the forest school area. Staff teach children about the benefits of nutritious food. For example, children talk about how protein helps their muscles to grow. Children understand the importance of hygiene routines such as washing their hands after handling pets.

Leadership and governance: Expected standard

Those with governance have a clear vision for the nursery and generally take purposeful action to support children's learning and wellbeing. For example, they employ a support team to carry out housekeeping jobs so that childcare staff can focus fully on the curriculum and the care they offer children. Leaders ensure that workloads are manageable and create a culture where staff feel valued and supported. They have high expectations for staff and provide reliable support and plenty of training and guidance to help staff to build on their knowledge and skills. Staff enjoy working here, and morale is high. This contributes to the happy and positive atmosphere in this nursery where every person wants the very best for the children who attend.

Parents say staff go 'above and beyond' to help children to settle and feel secure. Leaders listen closely to parents and act swiftly on feedback. For example, they have refined transition arrangements. They now group children with others who will move on to the same school, so friendships feel secure and children approach this next stage with confidence. Partnerships with other agencies and professionals are very well embedded. Leaders and staff share information and seek advice without hesitation. This helps to ensure that children who face barriers to their learning or wellbeing get the right help at the right time.