The Ark Pre-School Wantage

Inspection of The Ark Pre-School Wantage The Butler Centre, 17 Church Street, Wantage OX12 8BL

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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 Good

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The provision is good

Children enjoy taking part in a broad range of activities that are skilfully planned by the consistent and professional staff team. The routines embedded for children set clear boundaries, and children know what is happening throughout the day. The impact of this is that children behave extremely well.

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The provision is good

Children become engrossed in their play and learning. They benefit from the strong focus on promoting their communication and language, becoming animated as they listen to stories and sing songs. Staff extend children's learning effectively as they introduce props to embed children's early counting.

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The provision is good

The outside space is beautifully set out, and children are encouraged to take risks and seek challenge in their play. Guided by supportive staff, they confidently ask adults for help and feel secure in the knowledge that their needs will be met.

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The provision is good

Children are learning to understand what it means to be healthy. For example, they grow fresh fruits and vegetables in the garden and prepare them for snack. Staff talk about healthy choices and encourage children to be independent as they pour water and open their own lunch boxes. Children are well prepared for school.

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need to do better?

n Children arrive happily at the setting to be greeted by happy, caring and attentive staff. The setting is beautifully maintained, and the children have an array of activities and play experiences on offer. Children have hands-on learning experiences as they observe tadpoles that they have nurtured from frogspawn. They note the changes and create artwork to reflect their observations. This helps them experience the wonder of the world around them. n Children play alongside each other well. Staff encourage children to be independent, and they keep a clear routine for the children to follow. Children develop positive relationships with the staff, and as such, they demonstrate that they feel safe and secure in their environment. n Children are excited and interested in their learning. They balance along a wobbly beam outside, requesting help when needed. They learn simple measurements in the large outdoor sandpit when pouring and tipping sand,

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need to do better?

guided by competent staff. This positively impacts on children's early mathematical skills. n Children gain experiences beyond the classroom. For example, staff take them on weekly visits to the local market to buy fruit and vegetables to prepare for snack, ensuring that a healthy balanced diet is maintained. Leaders talk about the positive impact that trips to a local care home have on children's emotional and physical well-being. They also visit the local museum. Staff are actively

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need to do better?

5 June 2024 embedding children into their community, enhancing their understanding of their place within it. n Children are well prepared for school. Staff highlight independence skills and confidence as a contributing factor. Staff have put into action robust planning that supports children at this stage. As a consequence, children are confident, curious learners and are prepared for the next stages in their development. However, staff do not plan some aspects of the curriculum for younger children as precisely, to ensure that they consistently benefit from the same high-quality support as those who are older. n The special educational needs coordinator (SENCo) has a comprehensive understanding of children's needs for them to make progress. However, arrangements for sharing information between the SENCo and children's key persons are not always fully effective. This means staff working with children with special educational needs and/or disabilities do not always benefit from

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need to do better?

having the fullest picture of the curriculum plans. n Parents are delighted with the setting. They happily report that they return time after time with siblings, some travelling great distances just to use the setting. Parents share reassuring messages about the staff, saying that they trust them and value their understanding of their child's individual needs. They feel part of a family, and they comment that staffing consistency is a positive factor. This supports positive partnerships that promote children's learning and development.

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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 refine further the curriculum planning for younger children to more consistently reflect the precisely targeted support provided for older children n enhance the arrangements to share information between the SENCo and children's key persons.

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Setting details

Unique reference number EY499172 Local authority Oxfordshire Inspection number 10339210 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 Full day care

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inspection

Total number of places 24 Number of children on roll 38 Name of registered person Wantage Pre-School Playgroup Committee

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reference number

Telephone number 01235 764010 Date of previous inspection 4 July 2018

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Information about this early years setting

The Ark Pre-School Wantage registered under a new name in 2016 and is run by Wantage Pre-School Playgroup. It is located in the centre of Wantage, Oxfordshire. The pre-school is open on weekdays, during school term times, from 8.30am until 3.30pm. It receives funding for the provision of free early education for children aged two, three and four years. The pre-school employs seven staff, and five of these hold relevant qualifications at level 2 or 3.

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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 A learning walk took place with the setting manager and the inspector. n A joint observation of practice was conducted by the setting manager and the inspector. n The inspector spoke with children and observed them in their play. n The inspector greeted parents and discussed with them any concerns they may have. n Conversations were held between the staff members and the inspector.

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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

5 June 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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