Sarah's Ark Ltd

Sarah's Ark Hollands Farmhouse, Wigan Road, Leyland, Lancashire, PR25 5UD

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Inspection date

Previous inspection date 23/05/2014 20/07/2009

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early years provision

This inspection: 2 Previous inspection: 3 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Staff know the children extremely well and plan a range of interesting play opportunities to support the next steps in their learning. As a result, children make good progress and thrive in this warm and welcoming nursery.  Children demonstrate secure emotional attachments with their key persons. Consequently, they feel secure and display high levels of confidence and self-esteem.  Staff demonstrate a good understanding of their responsibility for safeguarding and protecting children from harm. As a result, children are protected.  Good relationships with parents and other agencies are firmly established to support children's ongoing development.

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It is not yet outstanding because

 On occasions, some staff do not always seize every opportunity to ask additional questions to further extend children's already very good critical thinking skills and allow time to elaborate on their own ideas.  There is scope to enhance the routine at lunchtime for older children to further develop their already good independence skills.  Comprehensive risk assessments are not always updated quickly enough to reflect changes or developments at the nursery.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities in all the playrooms and the outdoor learning environment.  The inspector conducted a joint observation with the manager.  The inspector held a meeting with the manager of the nursery.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of practitioners working with children.  The inspector took account of the views of parents spoke to on the day.

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Information about the setting

Sarah's Ark was registered in 2004 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. It is situated in the Leyland area of Preston and is run by a limited company. The nursery serves the local area and is accessible to all children. It operates from a detached building and children have access to seven playrooms and a bathroom. There is an enclosed area available for outdoor play. There is a separate play area for the babies. The nursery employs nine members of childcare staff. Of these, eight hold appropriate early years qualifications at level 3. The manager has a foundation degree in early years The nursery opens Monday to Friday for 51 weeks of the year. Sessions are from 7.30am until 6pm. Children attend for a variety of sessions. There are currently 50 children attending, of whom 21 are in the early years age group. The nursery provides funded early education for two-, three- and four-year-old children. It

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Information about the setting

supports children with special educational needs and/or disabilities.

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To further improve the quality of the early years provision the provider should:

 review even more regularly the risk assessments, to identify possible hazards in light of improvements and changes, in order to strengthen the already good process of continuous development in the nursery

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To further improve the quality of the early years provision the provider should:

 encourage staff to seize every opportunity to ask additional questions to further extend children's already very good critical thinking skills and allow them time to elaborate on their own ideas

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To further improve the quality of the early years provision the provider should:

 strengthen the self-service routine at lunchtime to allow extension of children's independence and confidence, for example, by serving while children are seated at the table and helping with domestic tasks, such as setting the table and clearing away.

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who attend

Children enjoy their time in this very homely and friendly nursery. Staff have excellent relationships with children. They know them well as individuals and are vigilant in identifying their development needs. Regular and accurate assessment of children's development results in early identification of any gaps in learning or emerging needs of individual children. These are dealt with swiftly by the key person and the management team. Staff follow children's needs very well. For example, they encourage children to take part in a story of their choice and actively take on the roles of the characters. Children demonstrate enthusiasm and enjoyment and narrate the story with support from staff. On occasions, there are minor instances when there is scope to enhance staff's very good questioning through the use of more open-ended questions, in order to enhance the children's already very good critical thinking skills. Staff work well with the children and

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who attend

support their communication and language well, by asking them for their ideas and valuing their responses. Staff support the emotional needs of children extremely well, as a result of this, children actively explore the environment with ease and regularly interact with staff for comfort and reassurance. For example, during story time, one child independently retrieves their comforter from a trolley and goes to lay on the staff's lap to enjoy the rest of the story. This is openly reciprocated by the staff member who embraces the child and pats them gently. This supports the child's emotional well-being.

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who attend

Children are very talkative and can clearly express their views and opinions, relating these to everyday events and their home life, expressing their very good communication and language skills. They delight in talking about the 'All about me' board, discussing their family members and recalling special times in their lives. This fosters a sense of belonging and builds the foundations for secure emotional attachments to be formed. Children can use these experiences to make further links in their learning. For instance, they can compare family similarities and differences and talk about these freely together. Outdoors, children demonstrate their very good physical and imaginative skills, as they weave in and out of wicker domes, experiment with cooking ideas in the mud 'kitchen' and taking shelter from the rain in the cosy wooden den. Staff plan the outdoor area well and encompass natural materials and open-ended resources that can be used in many ways,

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who attend

to stimulate children's imagination and communication and language. For example, children work together in making a 'dinosaur land' and a 'fairy garden' with bark, mulch and large pebbles. Staff support children's mathematical development by discussing concepts, such as 'heavy and light', 'big and small'. Staff skilfully use resources, such as story books, to stimulate children's interest and to provide imaginative links. This means that children remain focused on the activity. Staff use word guessing games linked to the story and leave pauses for children to fill in the blanks. This extends children's thinking and language even further. Older children have access to information and communication technology by means of computers in the classroom and they use these confidently with support from staff. Babies' needs are very well met through positive interaction in the environment and with their key persons. Babies explore the environment, looking at

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who attend

themselves in the mirror and interacting with natural materials and shakers. As a result, they are actively alert and attentive and they display high levels of enjoyment. Babies regularly interact with their key persons for comfort and soothing cuddles. This is clearly displayed at bottle-feeding time, when a baby is soothed gently by the key person who holds them in her lap, gently swaying while offering a comforting 'shh' sound. Consequently, the baby is content, feeds well and at all times, is touching the staff's hand. Therefore, babies are well supported in their personal, social and emotional development.

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who attend

Staff carefully observe children and assess their learning and development. They keep clear and precise records of children's progress. This ensures that they have a good understanding of children's individual abilities and recognise their next steps in their development. Staff value parents' views in relation to their child's learning and are proactive in seeking these views. For example, parents provide the staff with essential information on children's starting points at registration, completing the 'All about me' booklet and seeking information from any other providers they have attended. Parents are invited to two parents' evenings a year and for older children, these support the transition to school. The nursery works in partnership with Reception Class teachers from surrounding schools by inviting them into the nursery to meet children and hold discussions with their key person in relation to their progress and readiness for school.

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who attend

Useful information is available, such as regular newsletters, parents' blogs, fees and photographs. The well-established key person system ensures that children are exceptionally well cared for and that staff value parents' opinions and contributions. For example, all children under three-years-old have a daily diary, detailing their day at the nursery. For older children, verbal exchanges of information are given and received. The notice boards outside each classroom give parents an array of useful information, such as the planning process, individual planned activities, outdoor plans and menus. There are also information boards in the hall and a reception area displaying staff qualifications, training attended and safeguarding. All children are highly valued by caring and enthusiastic staff and the nursery has clear policies and procedures in place for meeting children's individual needs.

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The contribution of the early years provision to the well-being of children

Children are valued and made to feel very welcome. Consequently, this is reflected in the high levels of motivation and self-esteem, which they display. Key persons involve parents in the settling-in of their child by offering staggered settling-in sessions over a period of weeks. Key persons are vigilant in ensuring that all relevant information is sought about the child by working with parents to complete 'All about me' sheets. This information is then used to inform the planning process. As a result, children display high levels of confidence. They openly chat in their play. For example, in the mud 'kitchen', they discuss what they are cooking and link their ideas to their own preferences. This allows children to use their very good imaginative skills as well as further extending their good communication and language.

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The contribution of the early years provision to the well-being of children

Children enjoy a range of fresh fruits and vegetables with milk and water being readily available. Children's views are sought in relation to the food they receive and menus are evaluated on a termly basis, additionally their understanding of healthy eating is promoted. The setting operates a system for open snack and this is well supported by the staff who encourage good manners, sharing and taking turns. However, lunchtime is more adult-led, with staff setting the table. Although, children serve themselves, there is scope to enhance the system to promote their independence further. Older children do, however, display good independence skills in pouring their own drinks. Younger children can access their own cups independently from a trolley in their classroom. The management and staff are aware of dietary needs of children and there is a system in place in the classrooms and the kitchen to ensure that all dietary requirements are met.

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The contribution of the early years provision to the well-being of children

Staff understand and promote the benefits of fresh air and exercise. There is daily access to a very well-resourced outdoor area, which is being constantly updated and improved by the nursery. Communication-friendly spaces have been incorporated by means of a cosy den that is decked out with vibrant textiles and cushions, further enhancing children's communication and interaction skills. Children access the outdoors in all weathers and are equipped with waterproofs, wellington boots and outdoor shoes. Staff encourage the children to be independent by allowing time for them to put on their own coats and boots, further extending their independence skills. Staff utilise the outdoor area well, encouraging children to become involved in activities, such as creating a 'dinosaur land' using open- ended resources. Staff are also vigilant in ensuring that the children are kept safe. For example, they count the children in and out to make sure everyone is present.

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The contribution of the early years provision to the well-being of children

Hygiene is good throughout the setting because children understand why they are washing their hands before mealtime and after toileting. Children use the toilets independently, wash and dry their hands, demonstrating their understanding of daily routines. Some children can explain why hygiene is important, stating they do not want to get germs in their tummies. Nappy change routines are good and ensure that children's needs are met. The setting has fully evaluated and changed the procedure for changing, following recommendations from the previous inspection report. Infection control is strong with staff wearing gloves and aprons at change time and when serving out food and snacks.

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The contribution of the early years provision to the well-being of children

Behaviour management is good and minor behaviour concerns are managed well. For example, calm and consistent messages are relayed by the staff offering children reminders to play safe, share and take turns. These are followed by praise when the children respond. This approach encourages children to be proactive in adapting their own behaviour. Good behaviour is further rewarded through the use of stickers and reward charts. These are linked to children's individual likes and staff create a 'Fireman' sticker chart to support a child with toilet training. This ensures a consistent approach and promotes children's confidence and self-esteem. The nursery has a real homely feel and is warm and bright, which makes children and parents feel welcome. All areas of play have good quality resources and children have access to various stimulating activities, such as a painting wall, playing with shaving foam and rear their own caterpillars. Security at the

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The contribution of the early years provision to the well-being of children

nursery is good and every effort is made by staff to ensure the safety of all children. For example, the front door has a code lock and doorbell entry system, inside there are lockable stair gates.

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provision

A real strength of the nursery is the dedication shown by the long serving staff team, headed by an enthusiastic and proactive management. This contributes to the accurate arrangements for good observation, assessment and planning for individual children, so they continue to make good progress across all areas of learning. All staff and the management team have a clear understanding of their roles and responsibilities in meeting the requirements of the Early Years Foundation Stage. Safeguarding practices are very good and understanding throughout the setting is strong. All staff are able to give clear and concise accounts of the procedures to follow should they have any concerns to protect children from harm. All required checks to ensure the suitability of adults working with children are completed, updated accordingly and stored securely to protect them. The nursery ensures visitors sign the visitors book and that they are not left unsupervised

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provision

at anytime. Comprehensive risk assessments are in place and cover areas, such as the outdoors, furniture and equipment. However, on some occasions, risk assessments for new equipment and changes to the building are not completed and evaluated in a timely fashion. Staff complete daily checks prior to opening and before children enter the outdoor area to further ensure their safety. Accident and medication records are completed, signed by parents and stored securely.

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provision

There is a highly effective system in place for appraisal and supervision of staff, which includes termly and annual reviews of progress as well as addressing staff's well-being. This creates an inclusive and reflective process of staff's ongoing development and ensures high quality teaching and learning experiences for children. The manager works closely with the staff and as a result, the nursery benefits from the services of a well- qualified, supportive and long serving staff team. The nursery has completed a self- evaluation document and is proactive in addressing any weaknesses or areas to develop. This has had the most positive impact in changes made to the outdoor area and in creating communication-friendly spaces, both indoors and outdoors, to support children's individual development, including those with special educational needs and/or disabilities that attend. Training needs are identified and addressed on an ongoing basis for all staff.

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provision

The manager is leading by example, having just completed her foundation degree in early years and by supporting all staff to achieve a minimum qualification at level 3. This commitment demonstrates the manager's vision for ensuring a high quality workforce leading to better outcomes for the children who attend the nursery.

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provision

Partnerships with parents are very good. Parents state they are very happy with the care and education their children receive and feel the setting is a 'home-from-home'. They are happy with settling-in arrangements and feel very well supported by the staff whom they describe as 'very accommodating and always smiling'. Communication between home and the setting is good, arrangements are in place for parents to be involved through daily exchanges with their child's key person, parents' views are sought and acted upon. Partnerships with other agencies are well established and the nursery has formed good links with local schools and the children's centre. It is also working in partnership with local services that include the early years consultants and the inclusion and disability support service. This ensures positive outcomes for all the children who attend. The management team clearly identify and are aware of the strengths and areas to improve

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provision

within the setting. Current evaluation of what is working well and what needs to be improved include the nursery's commitment to develop the outdoor area and continue to support children with special educational needs and/or disabilities. The management team are passionate about the continued success of the nursery and are working on improvement plans that will ensure the future success of this already well-established nursery.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY294449 Local authority Lancashire Inspection number 877809

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 34 Number of children on roll 50 Name of provider Sarah's Ark Limited Date of previous inspection 20/07/2009 Telephone number 01772 422 499

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Type of provision

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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