The Ark Pre-School Nursery Liphook

Inspection of The Ark Pre-School Nursery Liphook The Church Centre, Portsmouth Road, Liphook GU30 7DJ

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Not applicable

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The provision is outstanding

The management team drives continuous improvement extremely effectively. A culture of respect and concern for the welfare of all children is evident across the setting. The experienced staff team offers children exceptional levels of emotional support. Children show very strong attachments with all staff. They demonstrate high levels of self-esteem and exemplary behaviour.

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The provision is outstanding

Children have an abundance of opportunities to practise their physical skills. For instance, they use materials, such as planks and crates, to create a fire engine. They excitedly find the fire fighters' hats and act out different characters with great enthusiasm. Children swish ribbons around them and pretend to be the fire. Their friends hunt for hoses and take on fire-fighter roles. Children develop an excellent understanding of how to keep themselves safe. For example, they carefully balance crates and show a superb awareness of the safety and space of their friends around them.

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The provision is outstanding

Staff are extremely responsive to children's needs. For example, they reflect on the interests of quieter children and instantly follow their fascination with dinosaurs. Children show an understanding of positional language as they hide dinosaurs under containers and move them across small logs. Staff extend this further and introduce books. Children compare similarities and differences with genuine interest and decide to create their own dinosaurs.

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need to do better?

n Highly effective partnership working is instrumental to many of the setting's achievements. The support for children who are in receipt of additional funding and those who need additional support is a real strength. Detailed intervention plans, close monitoring and effective multi-agency working ensure that all children make excellent progress and gaps in learning swiftly close. n Staff have extremely strong relationships with parents. For example, they obtain detailed information about children's home lives and achievements, and tailor settling-in procedures to each child's individual needs. Staff plan numerous events that involve parents in their children's learning. Activities include workshops which give parents guidance to help support school readiness, for example to build on children's early literacy skills. Staff talk to parents about sharing books and using libraries, and have introduced a lending library and

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need to do better?

home story sacks. This is having an extremely positive impact on parents' engagement with their children's ongoing development. n The cultural diversity of children is immensely valued. The managers and staff seek out wonderful resources to support the learning of children who speak English as an additional language. For example, they sing the 'hello song' in

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need to do better?

5 November 2019 children's home language and make superb use of materials, books and posters that reflect their home culture. This helps to ensure that children hear and learn other languages and respect diverse cultures. n Staff make the most of highly skilled teaching opportunities each day. For example, small key-group sessions are used to help children make excellent progress in their speech and communication development. Children are confident speakers and use their rapidly developing language well to express themselves. This is demonstrated when they use props and enthusiastically bring stories to life. n The managers provide staff with excellent supervision and training opportunities. Professional development for staff is targeted to help them deliver exceptional learning experiences for children. For example, training has helped staff to review how they stimulate children's imagination and creative thinking. This has

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need to do better?

had a positive impact on children's independence and their excellent problem- solving skills. They now confidently find their own materials to create pretend fireworks and are highly motivated to learn more. n Staff make precise assessments of children's next steps in learning. They closely observe what children are interested in, to expertly extend their development and curiosity skills. For example, children focus intently as they shine torches through a variety of natural resources. They explore and discover changes in colour, light and shadows, and engage in the activity for a sustained period.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The management team works highly effectively with partner agencies to support children's welfare. It ensures that all the staff keep their training up to date, including about wider safeguarding issues, such as current legislation. Staff are alert to any possible signs of abuse. They share information on internet safety with parents, show an excellent knowledge of safeguarding and understand who to share their concerns with. Highly comprehensive policies and procedures support staff in taking swift action effectively. There are extremely robust vetting and induction systems in place to ensure all staff are suitable to work with children.

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Setting details

Unique reference number EY550836 Local authority Hampshire Inspection number 10126959 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care Age range of children 2 to 4 Total number of places 24 Number of children on roll 42 Name of registered person The Ark Pre-School Nursery Liphook

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reference number

Telephone number 07775394230 Date of previous inspection Not applicable

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Information about this early years setting

The Ark Pre-School Nursery Liphook registered in 2017. It is located in Liphook, Hampshire. The pre-school provides funded early education for two- and three- year-old children. It opens Monday to Friday during term time, from 8.15am to 3.45pm. There are seven staff employed, six of whom hold appropriate qualifications, including three who hold qualified teacher status.

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Inspection activities

n The managers gave the inspector a tour of the setting and they carried out a learning walk to discuss the curriculum. n The inspector observed children's play and assessed the impact of staff teaching. n The managers and the inspector discussed children's learning during the inspection and undertook a joint observation of an activity. n The inspector took into account the views and opinions of the children and parents during the inspection. n The inspector held leadership and management discussions with the provider and the manager throughout the day.

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Inspection activities

5 November 2019 We carried out this inspection 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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Inspection activities

5 November 2019 regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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