The Ark Pre-School Nursery Liphook

What is it like to attend this early years setting?

Children arrive at the setting happy and excited to see their friends. Staff have worked hard to plan activities that build on children's interests and engage them in learning. For example, children enjoy using toy insects with the play dough to explore texture and strengthen the muscles in their wrists.

Staff take time to build strong attachments with the children who attend. Home visits and settling-in sessions help staff to build effective relationships with children and parents. This helps them to provide high-quality care that is consistent and meets their needs.

The curriculum is inclusive for every child, including those with special educational needs and/or disabilities (SEND). Staff know every child really well and use this knowledge to support them in their learning. For example, staff teach children how to wash their hands thoroughly by singing a handwashing song and modelling how to use the soap and water. This supports children's understanding of how to wash away germs and keep themselves safe.

Children know the behaviour expectations of the setting, and staff praise children when they share a book with a friend or show kindness to someone. Staff use prompts, such as sign language or visual picture cards, to help children with SEND understand when it is time to share a bike or wait their turn. This inclusive approach means that every child feels important and valued.

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

• Children are provided with excellent opportunities to develop their physical skills using a range of equipment. Children enjoy using bikes, slides and a large tractor tyre outside to practise balancing, jumping, sliding and running. Staff join in with children's games to enhance their learning. For example, children ask to draw round staff using chalk on the playground. This provides opportunities for children to learn about shape and size.
• Children are able to choose from a broad range of activities and enjoy moving freely from one experience to another. However, there are times when some children lose interest and staff do not identify how to refocus them and extend their concentration. This means that, at times, some children are not engaged in meaningful learning.
• Children know it is tidy-up time when they hear the tambourine and respond quickly and positively. Staff praise children when they help to pack the toys away ready for snack time and gently encourage them when they need support. Staff are excellent role models, and children enjoy helping them tidy up the shapes and put them away in the basket.
• Interactions between staff and children are relaxed and natural. Children share stories about home and things that excite them, such as dinosaurs or their favourite food. Conversations are mostly of a high quality. However, there are times when staff do not recognise when to increase children's vocabulary or extend language further. This means that children are not consistently being encouraged to broaden their language skills fully.
• Children thoroughly enjoy choosing a book and sitting on an adult's lap for a cuddle and a story. Staff comment on the pictures and encourage the children to turn the pages. This provides a valuable opportunity for children to learn how to handle books and encourages a love of stories.
• Children are taught how to keep themselves safe and learn how to risk assess the equipment outside with support. For example, if children notice a wet slide, staff will ask them how they can make it safe to use. This helps to problem solve and teaches children a sense of responsibility.
• Parents value the support they receive from staff. They describe how their children enjoy attending the setting and how their progress has come on in leaps and bounds since joining. Parents enjoy attending the family singing sessions and feel very much involved in their child's learning. This helps to build and maintain positive partnerships with parents.
• Leaders work closely with staff to make sure they feel supported and part of the team. They have a very good overview of the setting's strengths, regularly reflecting as a team to make sure they are providing a high-quality service that meets the needs of every child. Leaders ensure staff have time to attend training and are dedicated to making sure staff feel valued and confident in their role.

What the setting must and should do next

The provider should:

• support staff to know when to adapt their teaching so that children remain focused and engaged in meaningful learning.
• enhance staff's knowledge of how to extend children's vocabulary during conversation even further.