The Ark Nursery and Space Out of School Club

The Ark Nursery and Space Out of School Club

Unique reference number (URN): EY492427 Address: Dean Hey Farm, Cragg Vale, HEBDEN BRIDGE, West Yorkshire, HX7 5RU Type: Childcare on non-domestic premises Registered with Ofsted: 17/08/2015 Registers: EYR, CCR, VCR Registered person: The Ark Experience Limited

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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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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are central to practice across the nursery. Babies benefit from routines that flow with their needs. Staff monitor meals and drinks closely and respond quickly when babies show signs of hunger or tiredness. Sleep arrangements are robust and well understood. Staff supervise children closely and complete regular checks to keep children safe.

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Children's welfare and wellbeing Strong standard

Children feel valued and develop a strong sense of belonging. Staff are kind and attentive and give children their full attention. They listen carefully to children's ideas and respond with warmth. This helps children to feel secure and confident to explore. Emotional development is a strong feature of practice. Staff talk about feelings and help children to develop resilience and coping strategies.

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Children's welfare and wellbeing Strong standard

Staff consistently teach children how to keep themselves safe and healthy. Children learn to manage risks with growing confidence. The youngest children begin to learn simple safety rules during games that prepare them for keeping themselves safe when, for example, they join activities around the fire pit in the forest school area. Staff teach children about the benefits of nutritious food. For example, children talk about how protein helps their muscles to grow. Children understand the importance of hygiene routines such as washing their hands after handling pets.

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Inclusion Strong standard

Staff know the children exceptionally well and understand the barriers that may affect their learning. In the baby room, staff recognise when new children feel unsettled and focus closely on building secure relationships so they can access play and learning opportunities with confidence. Staff notice when children become overwhelmed, for example at meal times, and offer quieter spaces where they can rest or eat in comfort. This helps children to feel safe and ready to rejoin activities when they choose.

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Inclusion Strong standard

Leaders use funding decisively to extend children's experiences and deepen their engagement. Staff talk confidently about how this funding supports individual interests and helps children to benefit from focused learning. Individual learning plans for children with special educational needs and/or disabilities (SEND) are sharply focused and break learning down into manageable steps. Staff understand these plans well and use them consistently. This helps children with SEND to make significant progress from their starting points. Staff receive bespoke training to meet individual needs, including medical conditions. Those responsible for coordinating the care and learning for children with SEND are highly knowledgeable and staff read children's cues with skill. Adjustments are sensitive and ensure that all children are fully included in nursery life.

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Achievement Expected standard

Children make steady progress across all areas of learning. They arrive ready to explore and take part with confidence. Children who face disadvantage build important early skills and join shared routines with increasing confidence and independence. Toddlers show curiosity and concentrate for sustained periods, for example when they become 'nature detectives' who examine flowers closely and watch birds through binoculars. Older children talk with increasing clarity and enjoy sharing their ideas during play and story times. They show interest in books and develop a wide vocabulary that helps them express their thoughts.

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Achievement Expected standard

Outdoors, children challenge themselves physically as they climb the 'muddy mountain' in the forest school area and explore natural spaces with confidence. Children revisit earlier learning and talk about what they remember, which shows how well they retain new knowledge. They develop the knowledge and skills they need for future success and are ready for the next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and show positive attitudes to learning. In the toddler room, staff manage conflict calmly and teach children how to interact more positively with others. Children learn to take care of themselves, their friends and the environment. Staff teach this clearly and model respectful and kind behaviour. Older children negotiate and take turns during shared activities, such as stirring the 'pasta soup' they make with plants from the garden.

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Behaviour, attitudes and establishing routines Expected standard

Leaders offer flexible attendance so children can benefit from their full entitlement and develop good habits for attendance and punctuality. Children follow instructions and understand staff's clear expectations for their behaviour. They handle living things with care and talk about how to make their friends feel better.

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Behaviour, attitudes and establishing routines Expected standard

Older children's transitions between routines are not always smooth, and this affects how settled and ready they are to learn. At times, older children become a little restless when noise levels rise in pre-school or when they wait too long at meal times. Some are not prepared well enough to listen and need clearer cues to help them to focus. Strengthening these routines would help children to remain more consistently engaged throughout the day.

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Curriculum and teaching Expected standard

The curriculum supports communication and language well. In the baby room, staff introduce familiar words and extend vocabulary through songs, stories and everyday routines. Babies respond with interest and show early confidence in communicating. Across the setting, children recall earlier learning and talk about what they remember from previous activities. Staff weave mathematical language into play and encourage children to count, compare and notice patterns. Personal, social and emotional development is a clear priority. Staff help children to express their feelings and learn how to build friendships. Staff read skilfully and simplify complex stories so younger children can engage in ways that match their stage of development. Outdoor learning is a strong feature of the curriculum. Children develop physical strength and coordination as they transport heavy loads in wheelbarrows, build with large equipment and learn to use tools safely. They explore the

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Curriculum and teaching Expected standard

forest school area where they become resilient and independent learners.

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Curriculum and teaching Expected standard

Staff link the teaching and learning experiences they provide to the broad curriculum overview. Plans for children with special educational needs and/or disabilities are sharply focused and show clear intent. Plans for other children are, at times, more general, and staff do not always plan activities that build precisely on what children already know and can do. Leaders recognise that the curriculum has recently developed and that they now need to promote further consistency in how well staff tailor their teaching to individual children's needs.

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Leadership and governance Expected standard

Those with governance have a clear vision for the nursery and generally take purposeful action to support children's learning and wellbeing. For example, they employ a support team to carry out housekeeping jobs so that childcare staff can focus fully on the curriculum and the care they offer children. Leaders ensure that workloads are manageable and create a culture where staff feel valued and supported. They have high expectations for staff and provide reliable support and plenty of training and guidance to help staff to build on their knowledge and skills. Staff enjoy working here, and morale is high. This contributes to the happy and positive atmosphere in this nursery where every person wants the very best for the children who attend.

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Leadership and governance Expected standard

Parents say staff go 'above and beyond' to help children to settle and feel secure. Leaders listen closely to parents and act swiftly on feedback. For example, they have refined transition arrangements. They now group children with others who will move on to the same school, so friendships feel secure and children approach this next stage with confidence. Partnerships with other agencies and professionals are very well embedded. Leaders and staff share information and seek advice without hesitation. This helps to ensure that children who face barriers to their learning or wellbeing get the right help at the right time.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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

Children enjoy fun-filled and varied experiences in this spacious and welcoming nursery. They arrive with confidence and settle quickly because staff greet them warmly and put them at ease. Babies respond with smiles and early sounds as staff share familiar songs and simple stories that help them feel secure. Older children enjoy working together on shared tasks and show growing awareness of others as they take turns and share their ideas. Children show that they feel safe here.

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Address:

Dean Hey Farm Cragg Vale Children enjoy indoor and outdoor spaces and show confidence in choosing where to play. They revisit earlier learning and talk about what they remember from previous activities. Outdoors, children show determination as they explore the natural environment. They climb, balance and test their physical strength with growing control. Staff guide them sensitively so they learn how to stay safe while exploring new challenges.

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Address:

Children show care for one another and for the world around them. They talk about how to support their friends and use the language of feelings that staff model throughout the day. Mealtimes are sociable and children learn about healthy choices. They talk about where different foods come from and how they support their health. Children develop a strong sense of identity. They talk proudly about their nursery and the community they belong to. They listen to one another, share their ideas and show curiosity about the wider world. Children feel valued and supported. They sustain interest in their play and show enthusiasm for learning. They flourish in this inclusive and nurturing environment.

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Next steps

Leaders should support staff to better organise daily routines so that children move through their day smoothly, do not wait too long and stay settled and ready to learn. Leaders should support staff to use what they know about each child to plan activities that meet their learning needs more precisely.

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About this inspection

The inspector spoke with leaders, staff, 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 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. HEBDEN BRIDGE West Yorkshire HX7 5RU Type: Childcare on non-domestic premises

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About this inspection

Registered person: The Ark Experience Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:15 - 18:15

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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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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

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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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