The Ark Woodlands Nursery

What is it like to attend this early years setting?

Children, including those with special educational needs and/or disabilities (SEND), thrive at this nursery. They succeed in their learning because leaders have established a carefully thought out curriculum, taught by knowledgeable staff. Children feel happy, safe and included because staff notice, nourish and support their individual needs and interests.

When first starting to attend the nursery, babies and children feel at ease quickly and learn that they belong. This is because leaders do as much as they can to smooth children's anxieties about being somewhere new. Children settle quickly on arrival, greeted by staff with smiles and a gentle welcome. They love playing happily with their many friends.

Children are often to be heard singing at the nursery. They do so because leaders and staff make learning and practising songs an important and enjoyable feature of each child's day. Children learn a huge array of songs and rhymes. They enjoy having fun with interesting words and actions, such as when they sing the action rhyme 'hop little bunnies'. Children learn to be kind and sensible, guided by leaders and staff, who support them and expect them to behave. Staff gently remind children how to wait their turn when they share toys with others.

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

• Leaders have identified the important knowledge that they want children to learn and remember. Staff organise well-thought-out learning activities that enable children to develop the knowledge they need to make progress. This means, for example, that children become keen talkers, great number lovers and able climbers.
• Staff make sure that children spend time each day engaging in energetic play outdoors. They help children to practise and refine their physical abilities. For example, staff support children to use climbing, sliding and balancing equipment. Children learn how to use their arms and legs to stabilise themselves.
• Staff read aloud often with children. They choose from leaders' wide variety of high-quality fiction and non-fiction books. Staff encourage even the youngest children to think and predict during story time. For example, when turning the pages, staff ask babies what they think is coming next. Children develop a deep love of books and reading behaviours.
• Leaders and staff place high value on back-and-forth conversation with children. Staff thoughtfully and purposefully teach children meaningful words in context, such as 'oblong' and 'square', when they sit at shaped tables for lunch. Nevertheless, at times, some staff do not use language clearly enough. This does not help children to hear and understand separate words when developing their vocabulary.
• Staff review regularly that children are following the intended curriculum. They use their professional knowledge and their regular observations of children's development to help them to decide what children need to learn next. Staff keep a close eye on the needs and development of children with SEND. They link effectively with other agencies and parents when children need extra support. Children's learning needs are met.
• Staff support children well to be independent. For example, they gently encourage younger children to take their first steps at toileting. Children confidently tidy away their lunch dishes, learning where each item should be stored. However, on occasion, some staff are too eager to help move routines along. They take over simple tasks that children could do for themselves. At these times, children do not develop their independence well.
• Leaders check regularly on the quality of staff's work with children. They provide helpful guidance and support to staff to help them understand what they need to do better. Leaders support staff very well. Staff comment that they enjoy working at the nursery.
• Parents are pleased with their choice to bring their children to this nursery. They comment that their children have made lots of progress in, for example, their confidence and social skills. Parents say that communication from staff is a strength of the nursery. They feel supported to continue their children's learning at home.

What the setting must and should do next

The provider should:

• help staff to model words clearly and correctly for children, to support their growing vocabulary
• strengthen staff's knowledge of how to help children to develop independence, particularly for those soon moving to primary school.