Noah’s Ark Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are greeted by warm and friendly staff when they arrive. Babies settle very quickly into the arms of staff, who know and mirror the care routines they receive at home, helping them to feel secure. Older children scream with excitement when they enter the nursery and are excited to join in planned activities staff offer them.

For example, when staff ask children to take it in turns to identify which 'bean' they would like to be, they listen and follow instructions. Children are physically active as they run on the spot when they decide to be a runner bean. When children pretend to be beans on toast, they lay flat on the... floor.

Children have opportunities to learn about similarities and differences in society. For example, the manager invites parents and members of the community to speak to children about different countries they have travelled to around the world and their different occupations. Staff ensure that these people have appropriate Disclosure and Barring Service checks in place and are never left alone with the children.

Thereby, promoting children's safety. All children, including those who speak English as an additional language, are supported to have a sense of belonging in the nursery. For example, staff display photos of children's families and provide them with access to images from their home countries.

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

Children who speak English as an additional language are supported very well by staff with their language development. For example, staff use children's home language to help them understand the meaning of English words. This contributes to children quickly beginning to use English words to communicate and show confidence in the conversations they have with staff.

The manager and staff know the children well. They observe and assess children's development and identify what they need to learn next. This includes the manager and staff supporting babies to develop their physical skills.

For example, they hold onto babies' hands to encourage their early walking. Staff offer them push-along toys to use in the garden, giving children encouragement to develop their balance and coordination.Overall, staff support children to develop their understanding of mathematics well.

However, staff are not consistent in supporting children to build on their knowledge of shapes. For example, they help children to recognise different shapes during planned activities but not during children's self-chosen play.The manager and staff place a strong focus on helping children to develop a love of books.

They read and tell children stories. These include encouraging children to take part in the story telling, giving them costumes to wear to reflect characters in the story. This encourages children to take an active part in the story telling.

Children remember favourite stories that staff read to them, such as those from the Bible.The manager supports her staff through, for example, supervision meetings. This gives staff opportunities to reflect on their practice and identify professional development opportunities.

Recent training in staff meetings, helps staff develop their knowledge of how to introduce sign language to support children's communication skills. This is particularly beneficial for babies, encouraging them to communicate their needs.The manager and staff practise drills with children to help them understand what to do in the event of a critical incident or fire in the building.

However, staff do not support children to understand how to identify and what to do if they encounter potential risks when they use devices to access the internet at home.The manager and staff share information with parents about their children's achievements, daily routines and how they plan to support their development. This helps to keep parents informed about their children's learning.

Parents say they appreciate their children learning to speak English and parts of the Bible.Staff encourage children's independence. For example, they give children time and encouragement to put on their hats, scarves and coats by themselves.

Staff praise children when they do this, recognising their achievements and helping to raise children's self-esteem.

Safeguarding

The arrangements for safeguarding are effective.The manager follows robust recruitment and induction procedures to help ensure that staff are suitable in their roles.

The manager and staff complete safeguarding training to keep their knowledge current. They know how to identify concerns about children's safety and where to report these. The manager and staff carry out risk assessments to help identify and remove any potential hazards in the environment.

Safety gates are at the entrance of each playroom, stopping children from leaving rooms unaccompanied. Staff maintain a safe and secure environment for children to play and learn in.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support staff to strengthen their interactions with children during self-chosen play to help build on their understanding of shapes develop staff's knowledge of how to help children identify and know what to do if they encounter potential hazards when they use the internet at home.