The Ark Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is outstanding

Staff have high aspirations for children's development. They guide children through exciting learning experiences that enhance their current skills. Staff also connect learning very well.

For example, as older children practise their counting skills, staff consider ways to enhance their physical development and explore colour. Older children show excellent concentration skills as they use tweezers to pick up objects. Children are happy and have consistently positive attitudes to their play and learning.

Staff adjust their practice appropriately and use various teaching strategies to support children's communicat...ion skills and knowledge of how to stay safe. For instance, they encourage the use of signs and words to demonstrate walking indoors to toddlers. Staff also use visual prompts when teaching children the language of feelings.

Toddlers use words such as 'shocked' as they label and copy expressions they see. These systems develop children's emotional literacy very well. They also help to support children who speak English as an additional language, contributing to their sense of security and belonging.

Staff are very aware of the continued impact of the COVID-19 pandemic, particularly on children's behaviour and emotional needs. They find that some children struggle to adapt with the transition from home to nursery. In addition, they understand the anxiety placed on parents at this time.

Staff spend more time getting to know the needs of parents and children. They go above and beyond to offer emotional support to the whole family.

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

Children's learning is built sequentially.

For example, staff introduce babies and toddlers to early mathematics as they count the number of children at morning registration. Older children excitedly search for items in the nursery as they explore how different materials sink and float. They count the right number of objects to match the spots on the large dice.

Older children link numerals and amounts accurately. The curriculum is planned to ensure that children practise and embed each step of learning throughout the nursery. Children are very well prepared for their move on to school.

Staff provide a wide-ranging programme to support children's physical development. They place babies on their tummy for short periods of time to help them develop strength in their neck muscles. Toddlers show the physical risks they are confident and able to take.

For example, they fit themselves into narrow spaces, like tunnels. Toddlers climb small steps unaided and go down the slide independently. Older children move in different ways and play instruments to music they hear.

Staff bring together parents, carers and professionals to discuss and review children's health, well-being and progress. These meetings offer meaningful opportunities for parents to talk about any concerns and contribute to their child's progress. Staff and professionals work collaboratively to share their expertise in the health and development of young children.

This means that secure next steps are identified, which benefits children's learning and progress greatly.Children with special educational needs and/or disabilities, or those on the pathway to diagnosis, are supported extremely well. The management team, staff and special educational needs coordinator build close and professional relationships with other agencies and parents.

They provide targeted support to help children become successful learners. Funding is also used exceptionally well to meet children's individual needs.Parent partnerships are a strong feature of this nursery.

There are many opportunities for parents to be part of their child's education. For example, staff send home a notebook with 'travelling ted'. Parents record what they and their children get up to at the weekend and add photos.

Parents also talk about the long service of staff. They express how this gives them reassurance with the consistency of care and learning to their children.Staff give children a rich set of opportunities that help to widen their experiences.

For example, staff encourage intergenerational relationships through visits to local care homes. They have introduced a growing area outdoors for children who live in premises without a garden. Children develop important life skills, such as travelling by bus and learning to cross the road safely.

Staff are very aware of local needs and challenges in the area. They welcome opportunities for professional development. Staff talk about their learning from a course in relation to adverse childhood experiences and the impact of this on children's development.

Staff recognise and are passionate about the role they play in giving children the best possible start to their educational journey.

Safeguarding

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

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