The Ark Nursery Littleborough And Space Out-Of-School Club

What is it like to attend this early years setting?

Children enjoy the company of the caring staff and other children as they play at this nursery. Children scream with excitement as the room fills with bubbles, and they excitedly pop them with their friends. They invite staff to join them in their imaginative play. Children act out making 'tea' in the home corner and share it with their friends and staff and say 'it is hot'. Children have established secure and trusting relationships with staff.

Children are curious and engage in a wide range of experiences as they busily explore, indoors and outdoors. Leaders are aware of the impact the COVID-19 pandemic has had on children's development, and they focus on improving children's communication and language skills. Staff join in with children's play and model language well. Children enjoy interactions with their key person as they change their nappy. Older children confidently talk in larger groups and to visitors. All children, including children with special educational needs and/or disabilities (SEND), make good progress in their learning.

Children are regularly consulted by the nurturing staff. Children vote for their favourite story at group time. Children explain to visitors that they need to be caring and kind to each other. They remind each other how to handle the chicks carefully and show great care as they gently pass them to each other. Children understand and respond well to the high expectations that staff have for them.

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

• The knowledgeable staff team supports children effectively. Staff are clear about what they want children to learn, and any gaps in children's learning are identified quickly. The special educational needs coordinator (SENCo) has developed excellent links with other professionals. This enables staff to seek guidance to help all children make good progress.
• The dedicated leaders gather a range of feedback to evaluate the provision. They have a clear overview of the nursery's strengths and areas for development. Staff are committed to implementing the nursery's curriculum. However, transitions throughout the day do not run as smoothly as they could. For example, at mealtimes, staff deployment is not effective in consistently promoting learning opportunities for children. Furthermore, noise levels at this time impact on the interactions that children have while enjoying their lunch.
• Partnership working is a strength of this nursery. Parents are fully informed about what their children are learning and how to support them at home. Parents share updates with their child's key person about children's achievements, such as progress with swimming lessons. Parents value the friendships that their children have made and the loving relationships they have formed with the 'friendly' staff. Parents state that their children are ready for the next stage of their education, including school.
• Staff encourage all children to be independent. Children are encouraged to wipe their own noses and wash their hands. Older children make good attempts to change into other clothes before taking part in a running game. When children see sand on the floor outside, they brush it up without being prompted. Children's independence skills are developing well.
• Children demonstrate a love of books and stories. This is supported by enthusiastic staff who use different voices to promote their engagement. They introduce 'book of the week' and encourage children to retell stories. Stories are supported with props to extend children's understanding. Babies enjoy snuggling up to staff to enjoy books. All children have access to a book swap, where they can take books home and donate unwanted books. This allows them to extend their love of reading at home with their families.
• Children benefit from many opportunities to develop their physical skills. They state, 'I can do this', as they confidently balance on the climbing bridge and hold out their hand as they get up high. Reassuring staff encourage them to have a go. They get out of breath as they take part in races and laugh as they 'slither like snakes'. Children are confident in their physical abilities.
• Mathematics is skilfully introduced through activities for all age groups. Babies clap along to number songs as staff sing. As staff read the 'Three Billy Goats Gruff', children confidently use language such as 'big', 'bigger' and 'small' to describe the characters. Children count to 10 as they complete star jumps. Children have developed a positive attitude and interest in early mathematical concepts.

What the setting must and should do next

The provider should:

• consider the organisation of daily routines so that all staff are deployed effectively to further promote children's learning.