The Ark at Waddington

Inspection of The Ark at Waddington Village Hall, Mere Road, Waddington, LINCOLN LN5 9NX

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Overall effectiveness Good

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

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The provision is good

Children confidently enter the setting, eager to start their day. They respond positively to staff's cheerful welcome and happily leave their caregiver. Staff quickly involve children in learning by inviting them to participate in the activities on offer. Children show high levels of concentration when staff teach them a new skill, such as how to use a pipette to intake and disperse water. They persevere and build their resilience, demonstrating a 'can-do' attitude to their learning. Staff praise children's achievements when they successfully use the pipette. This boosts children's self-esteem and motivation to carry on trying.

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The provision is good

Children quickly follow staff's instructions to get ready to play outdoors. They learn that they must wear their sun hats and apply sun cream to stay safe in the warm weather. Children form an orderly line at the door, showing respect to their friends as they patiently wait to move through the building. When outside, children engage in a range of well-planned activities. For instance, staff invite older children to participate in fun games to develop their teamwork skills and to encourage children to follow instructions. Elsewhere, younger children learn about capacity while moving water between different-sized containers.

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need to do better?

n The manager demonstrates strong leadership qualities. She supports staff to implement a curriculum that meets the individual learning needs of all children effectively. Currently, there is an influx of younger children starting at the setting. The manager has responded by focusing staff's teaching and support around children's personal, social and emotional development and their early communication skills. n Staff are highly competent at supporting children's communication and language development. There is a constant hum of chatter throughout the nursery. Staff skilfully question children to encourage their contributions as they play alongside each other. They extend children's conversations by adding in new ideas for discussion. This develops children's thinking skills, imaginations and vocabulary. n Staff recognise that some children need extra support to understand the routines of the day. To help children prepare for change, staff show children photos of

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need to do better?

what will be happening next and use actions to alert children that a transition is approaching. For example, when a period of play time is coming to an end, staff clap their hands. Children stop their activity and start clapping with staff before helping to tidy their toys away. These strategies help children to understand what is expected of them, and as a result, children's behaviour is positive. n Staff promote children's growing love of storybooks. They frequently read children's favourite stories, knowing that repetition helps to secure children's learning. During large-group times, staff purposefully select stories to extend

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need to do better?

13 May 2024 children's knowledge around a particular topic. The impact of these activities is seen when children independently choose reading as an activity. They show they have learned how to correctly handle books by turning pages carefully from right to left. n Staff help parents understand what they can do to promote their children's healthy lifestyles. They give parents ideas about nutritious foods they can put in their child's lunch boxes. Staff encourage children to drink water throughout the day to stay hydrated. They ensure that children have access to outdoor play every day so that they can enjoy fresh air and physical activity. These things help children to develop habits that will keep them fit and healthy. n When children first start, staff collect useful information from parents about their lives at home. However, the arrangements to maintain this two-way exchange of information are not yet fully effective. Additionally, when children attend another

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need to do better?

setting, staff do not always exchange care and learning information. This means that staff are not always able to plan and provide consistent and complementary learning experiences. n Through effective assessment, staff quickly identify children who start to show emerging gaps in their learning and development. They tailor the curriculum to help children work towards appropriate targets. However, staff do not fully understand their role in making prompt referrals to external agencies to further support children in the setting.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n develop more effective ways of gathering information about children's experiences outside of the setting from parents and other childcare settings n strengthen staff's understanding of their role in how to make prompt referrals to external support services.

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Setting details

Unique reference number 2660835 Local authority Lincolnshire Inspection number 10333058 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Sessional day care

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inspection

Total number of places 36 Number of children on roll 99 Name of registered person Flowers, Lucy

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reference number

Telephone number 07891 807113 Date of previous inspection Not applicable

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Information about this early years setting

The Ark at Waddington re-registered in 2021. The setting employs 13 members of childcare staff. Of these, nine hold appropriate early years qualifications at level 3 or above. The setting opens Monday to Friday, during school term time. Sessions are from 9am until 3pm, Monday to Friday. The setting also offers an out-of-school club that runs every morning from 7.30am until 9am and every afternoon from 3pm until 5.30pm. The setting provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n Children interacted with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector and manager jointly observed staff and children playing outside

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Inspection activities

and discussed the impact that staff's interactions had on children's learning and development. n The inspector spoke to several parents during the inspection and took account of their views. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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Inspection activities

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

13 May 2024 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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