Noah's Ark Pre-School

Noah's Ark Pre-School

Unique reference number (URN): 131822 Address: Bungalow, 401-403 Ewell Road, SURBITON, Surrey, KT6 7DG Type: Childcare on non-domestic premises Registered with Ofsted: 23/12/1999 Registers: EYR Registered person: Noah's Ark Pre School Committee

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children make rapid and sustained progress from their starting points. This includes children who face barriers in their learning. For example, children who previously had limited English skills can now express themselves fluently. They hear a wide range of vocabulary during play and planned activities. Children develop their communication and language skills very well.

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Achievement Strong standard

Children's parents receive copies of nursery songs in their home languages so they can sing them together at home. This initiative has promoted children's love for books and singing. Children look at books for pleasure, which promotes their early literacy skills. They show confidence in listening to stories and singing songs.

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Achievement Strong standard

Additionally, many children's behaviour has improved significantly. Children listen and follow instructions well, which benefits their interactions with others. They receive a highly consistent approach to their learning and care needs.

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Behaviour, attitudes and establishing routines Strong standard

Leaders serve as superb role models to staff and children. They continuously review the organisation of group activities to meet children's diverse needs and developmental stages. Children benefit from a wide range of learning experiences. Leaders have established consistent communication with staff regarding the setting's rules and boundaries. This helps staff to set clear expectations. This, in turn, helps children to become highly motivated learners.

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Behaviour, attitudes and establishing routines Strong standard

Staff help parents to understand the benefits of attending the setting regularly. This includes emphasising to parents the value of early years education. This approach encourages consistent attendance and punctuality among children. Children develop very good habits and attitudes towards their learning.

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Behaviour, attitudes and establishing routines Strong standard

Staff have established a routine that is embedded in their practice. This enables children to understand what is going to happen next, such as at lunchtime. Children learn to use their 'indoor voice' and 'walking feet'. They behave very well. During group activities, children, including those who face barriers to their learning, show high levels of concentration. They support and praise one another. For example, children clap their hands when their peers correctly identify the names of toy items. They consistently display positive attitudes towards their learning.

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Children's welfare and wellbeing Strong standard

Staff's prioritise children's emotional and physical wellbeing consistently. They are extremely warm and approachable. This creates a highly welcoming atmosphere that helps children settle in quickly. Staff are adept at quickly recognising changes in a child's disposition and promptly communicating these observations with parents. This promotes a continuity of children's care. Where children have been away from the setting, they offer them extra support and reassurance. Children enjoy cuddles with staff, which shows positive relationships. Children demonstrate that they have built trusting and secure relationships with staff, which enhances their self-confidence.

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Children's welfare and wellbeing Strong standard

Staff plan a wide variety of enjoyable and purposeful activities to encourage children's physical fitness and improve their coordination. Outdoors, they engage children in stretching and balancing exercises that test and enhance their physical skills. Indoors, children enjoy listening to music and dancing along to it. These opportunities are highly beneficial for children, especially those who face physical barriers to their learning. Additionally, staff prioritise children's safety and welfare. They are highly vigilant in their supervision of children and conduct regular headcounts to ensure all children are accounted for. Children feel safe and emotionally secure.

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Children's welfare and wellbeing Strong standard

Staff teach children to perform age-appropriate tasks independently. For example, they encourage children to manage their toileting needs and practise proper handwashing before meals. This practice promotes children's sense of responsibility and self-reliance.

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Curriculum and teaching Strong standard

Staff use their secure knowledge to accurately identify and assess children who might have special educational needs and/or disabilities, or who face barriers to their learning. This enables staff to provide the support children need and adapt their teaching. For example, staff know that some children attending the setting have low levels of physical skills. They plan various activities daily for children to practise and test their physical movements. This has a positive impact on children's growth and physical development.

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Curriculum and teaching Strong standard

Staff have frequent and meaningful interactions with children. For example, during a planned activity, they use a wide range of vocabulary, such as 'slimy' and 'gooey', to extend children's vocabulary. Children demonstrate retention of prior learning, such as recalling the ingredients for play dough. Staff consistently encourage children's active participation. They are reviewing their approach to provide children with more time to think and respond so they express their ideas more fully.

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Curriculum and teaching Strong standard

During activities, staff are very skilful at incorporating mathematical language and numbers. Children learn to compare 'big' and 'small' shapes. They practise their counting skills to raise their understanding of numbers. As part of the curriculum, staff ensure that children have plenty of opportunities to develop their creativity and imagination. Children enjoy practising their early drawing and writing skills. They talk proudly about their drawings of 'mummy and daddy' and a 'beautiful rainbow'. Children are highly motivated learners.

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Inclusion Strong standard

Leaders celebrate similarities and differences between people. They have extensive experience and are adept at identifying early signs of learning delays in children. Leaders set high expectations to ensure each child receives a secure educational foundation. This approach encourages staff to support children effectively, particularly those from disadvantaged backgrounds and those with special educational needs and/or disabilities. The impact of this, such as children developing positive attitudes towards their learning, is evident. Children arrive at the setting happy and feeling safe.

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Inclusion Strong standard

Leaders model effective observation and assessment strategies, enabling staff to identify children's specific needs accurately. Staff engage actively with parents to discuss children's progress and explore ways to support their learning. They build excellent connections with professionals, such as speech and language therapists, to address children's learning gaps. Additionally, staff collaborate with external agencies to get parents the support they need. Consequently, there is a holistic approach to children's education and wellbeing.

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Inclusion Strong standard

Staff access training regularly to enhance their teaching knowledge and skills. For example, following training, they make more effective use of resources during group activities. This has fostered a love for singing nursery songs and rhymes among children. This is especially beneficial for children who have no or limited English knowledge.

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Leadership and governance Strong standard

The leadership and governance at this setting are consistently of high quality. Leaders use detailed evaluations to identify the setting's strengths and areas for development. Since the last inspection, they have reviewed the daily routines to reduce indoor noise levels. This has created a more positive play environment for children. Leaders actively seek feedback from parents and other professionals, maintaining a constructive approach. They continually strive to strengthen parent engagement to ensure a consistent approach to children's learning and care needs at home.

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Leadership and governance Strong standard

Leaders prioritise the wellbeing of all children, particularly those who are disadvantaged, have special educational needs and/or disabilities, receive additional funding, or face other learning barriers. They utilise funding effectively, acquiring the necessary outdoor equipment. Children who previously showed limited physical strength can now explore the natural environment more freely. Children develop noticeable physical skills from their starting points.

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Leadership and governance Strong standard

Leaders consider staff's wellbeing and workload management. They prioritise professional development opportunities for their team. Staff report receiving consistently effective support. They enjoy enhancing their knowledge and skills, which greatly benefits children. For instance, some staff have completed training focused on supporting children's healthy eating habits. Children become increasingly more aware of how to lead a healthy lifestyle.

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What it's like to be a child at this setting

Leaders create an extremely warm and inclusive environment that welcomes children from diverse cultural backgrounds. They use their extensive experience to help staff recognise early signs of learning delays and ensure children receive the support they need. This commitment promotes effective support for children, especially those from disadvantaged backgrounds and those with special educational needs and/or disabilities. Children develop positive attitudes towards their learning. Children arrive in the setting happily and ready to learn. They feel extremely safe and emotionally secure.

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What it's like to be a child at this setting

One of the strengths of this setting is the highly successful partnership with parents and other professionals. This promotes a holistic approach to children's education and wellbeing. Staff help parents in various ways, including signposting them to relevant agencies and modelling story reading with children at home. Over time, children have developed a love of books and singing English songs. Leaders continue to work closely with all parents to further secure their engagement in their children's learning, particularly at home. Leaders establish high yet age-appropriate expectations for children's behaviour. They role model how to support and manage children's behaviour successfully. This is evident in the way children play well together for extended periods.

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What it's like to be a child at this setting

Staff deliver a rich and varied curriculum tailored to each child's individual needs. They access training regularly to develop their teaching skills, such as enhancing their use of resources during group activities. This benefits all children, particularly those with no prior knowledge of or limited English. As part of the rich curriculum, staff consistently provide children with opportunities to exercise and practise their physical skills. These learning experiences are highly beneficial for children, especially those who face physical barriers to their learning. Staff build trusting relationships with children. They cuddle children spontaneously and reassure them. Children respond positively to this, which promotes their emotional wellbeing.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known or previously known to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, practitioners, parents and children during the inspection.

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About this inspection

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

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Address:

Bungalow 401-403 Ewell Road SURBITON Surrey KT6 7DG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Noah's Ark Pre School Committee

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:40 - 15:15

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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2 to 4

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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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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