The Ark Association Ltd (2)

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

The inclusive staff offer a warm welcome to children and parents. Staff provide plenty of cuddles and reassurance for children when needed. Children show that they feel happy and secure and have a strong sense of belonging at the 'family' nursery.

They know what the staff expect of them. For example, they put away resources where they belong to keep the floor clear from trip hazards. Children learn self-care skills as they change their clothes for water play in the shallow swimming pool on the school site.

Children dress in warm, waterproof clothing for outdoor outings, with interventions from staff only when needed. T...hese activities help them to grow in independence, ready for the eventual move to school. Staff ensure that all children, including those with special educational needs and/or disabilities (SEND), make good progress from their starting points.

Children develop new skills as staff plan a wide range of fun activities indoors and outside. They enjoy taking the lead during independent play and when involved in group activities. For example, children delight in being 'number hunters' in the garden.

They search for the hidden numbers one to five and match these to the ones they are holding. Staff planned this activity because they identified a need to strengthen children's knowledge in early mathematics.

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

Staff collect initial information from parents to ensure that they understand children's care needs and interests.

They use this information to provide books and activities that quickly engage children. However, staff do not find out what children already know and can do. This means that staff's initial planning to support children's development and next steps is not always precise enough.

Parents say that they value staff's advice, such as how to help children sleep well. Staff update parents about children's progress in various ways, such as through an online platform, termly assessments and stay-and-play sessions. This information helps parents to continue their children's learning at home.

Staff work closely with other agencies to support children with additional needs. They skilfully identify gaps in children's learning and provide the support they need to help close these. Staff develop links with the teachers who work at the host school to support older children's move onto their next stage of learning.

Staff provide children with a wealth of opportunities to explore and learn about the wider world. For instance, they take children to visit local places of interest, such as the woodlands. Staff sing songs with children during the journey.

Children recall that they collected natural objects, such as sticks, to compare sizes. Other visits to the community include museums and castles and local services, such as the fire brigade.Children snuggle up to the staff as they listen attentively to familiar stories.

Staff encourage children to join in the actions as they sing familiar rhymes and to sing using loud or quiet voices. They plan activities to support children's small-muscle skills and encourage them to make marks, such as painting and sand play. This helps to support the development of children's early literacy skills.

Staff help children to speak clearly, repeating words accurately for them to hear. They provide a running commentary as children play and ask them questions, such as 'what if', to encourage them to think critically. Children learn to express their thoughts and ideas.

Staff plan activities to support children's good health and physical development. Children benefit from fresh air and exercise daily. They climb, run, jump and balance on equipment in the outdoor play area.

Children develop their large-muscle skills while using sit-and-ride toys and throwing balls. Staff promote good hygiene routines, such as handwashing before eating. This ensures children's physical well-being.

Staff offer praise and encouragement, for example, when children share and take turns during games. They are positive role models. Children sing a 'thank you' song before eating their lunch.

They learn to be kind and respectful towards others. Children learn about their feelings and those of others.The knowledgeable staff team regularly looks at ways to make improvements to practice.

The nursery promotes staff well-being and professional development. Supervision and appraisal meetings are used to identify staff's needs for training and support. Staff say that they are proud to work at the 'caring, nurturing and fun' nursery.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nenhance exchanges of information with parents about what children already know and can do, to inform early planning for specific next steps.

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