Nuh's Ark Nursery

Nuh's Ark Nursery

Unique reference number (URN): 2852372 Address: 2 Lytham Road, Fulwood, Preston, PR2 8JB Type: Childcare on non-domestic premises Registered with Ofsted: 27/06/2025 Registers: EYR Registered person: Nuh's Ark Nursery 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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Achievement Expected standard

Children typically engage well in their learning. They develop the knowledge, skills and confidence needed for their next stage of education across all areas of learning. Children make steady progress from their starting points. Pre-school children demonstrate mathematical skills as they accurately count beyond 20. They use scissors and mark- making tools with increasing control. Throughout the nursery, children sing nursery rhymes and Islamic prayers to support their communication and language development.

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Achievement Expected standard

Children develop their understanding of the world as they learn about topics such as the life cycle of a butterfly. They confidently answer questions that extend their knowledge and curiosity. Older babies demonstrate their ability to sort and categorise by colour. They develop their hand–eye coordination through creative activities. Older children strengthen their physical skills outdoors as they ride bicycles, develop balance and use tools to make large movements. Although opportunities for younger children to develop physical skills outdoors are less well developed, babies move confidently around the learning environment and build core strength. Parents and carers report noticeable progress in their children's confidence, social skills and communication.

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Curriculum and teaching Expected standard

Leaders have a clear understanding of the intent of the curriculum they have designed, which generally reflects the needs and interests of the children attending. Key workers use their knowledge of individual children to tailor the curriculum effectively. This ensures they adapt planned learning opportunities to meet children's differing needs. Children engage in activities that build on their prior knowledge and skills. Staff consider children's interests when planning experiences.

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Curriculum and teaching Expected standard

Staff promote children's physical development well. Older children benefit from regular outdoor play and indoor climbing opportunities. They take part in activities that strengthen fine motor skills, such as using tweezers, scissors and other one-handed tools.

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Curriculum and teaching Expected standard

Staff adapt teaching to support inclusion and meet children's individual needs. They use strategies such as signing, while regularly revisiting new vocabulary and knowledge to reinforce learning. Staff introduce children to a range of language during play and planned activities. They emphasise initial sounds and discuss word meanings to extend children's understanding. Staff use open-ended questioning to encourage children to think, share ideas and deepen their learning. Interactions between staff and children are purposeful and support children's communication and language development well.

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Curriculum and teaching Expected standard

Staff teach mathematics explicitly throughout the curriculum. Children learn about shape, number, counting, sequencing and concepts such as volume through practical experiences, such as water play. Staff promote reading and early literacy. Leaders have identified that story and singing sessions are not always scheduled at the most effective times, as other routines and children departing can disrupt other children's learning. They have plans in place to adjust the timetable to maximise children's engagement, listening and concentration.

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Inclusion Expected standard

Managers are committed to providing an inclusive environment where staff support and value every child. Leaders and staff typically identify children's individual needs at an early stage through observations, assessments and partnerships with parents and carers. Effective supervision arrangements also support staff in recognising and responding to children's changing needs.

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Inclusion Expected standard

Generally, children benefit from clear and achievable next steps, alongside timely interventions and strategies tailored to their individual needs. This includes targeted one-to- one support to promote their learning and development. Staff make adaptations to the curriculum to ensure that all children can access learning opportunities and participate fully in experiences across the setting. Robust tracking systems help leaders and staff to identify children who may require additional support. They complete progress checks when children are aged between 2 and 3 years in line with statutory requirements. This contributes to the timely identification of children's individual needs, alongside ongoing observations and assessments.

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Inclusion Expected standard

Leaders and staff work collaboratively with parents, carers and external professionals to ensure a coordinated approach that promotes positive outcomes for children. They establish professional, caring and supportive relationships with children and their families. Staff receive regular professional development opportunities to strengthen their knowledge and skills in supporting children with a range of needs. Leaders provide ongoing guidance and support to ensure strategies are implemented effectively. They use additional funding purposefully to support children's learning and development through targeted interventions, resources and training. Leaders monitor the impact of this funding closely to ensure it contributes to improved outcomes for children.

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Leadership and governance Expected standard

Leaders are committed and have a clear vision. Typically, they identify relevant areas of development. Leaders are reflective and develop and improve the curriculum and environment for all children. Leaders maintain effective oversight of children's progress, attainment, incidents, accidents and any safeguarding matters. They use data appropriately to monitor outcomes and identify patterns. Leaders have acknowledged where practice has declined, including hygiene routines, and have taken prompt action to address this, recognising that consistent practice now needs to be securely embedded. Leaders have also responded to barriers to outdoor learning by providing waterproof suits for all children, although these were not yet available at the time of the inspection. The nursery's vision is established, and leaders are creating an educational system that aims to improve outcomes for children and benefit the wider Muslim community.

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Leadership and governance Expected standard

Leaders actively promote continuous reflection and professional development with staff. Staff access weekly training as part of their regular supervision sessions and appraisals. They have tailored training that secures their progress towards identified targets. This strengthens staff's skills and knowledge and supports their confidence. Leaders are

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Needs attention

developing the role of room leaders to better support staff in delivering effective group times and consistent behaviour management. This work is not yet sufficiently embedded to have a consistent impact. Staff feel well supported in their role. They value the weekly protected time they receive to fulfil their duties to the best of their ability. Staff appreciate the priority given to their wellbeing.

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Needs attention

Partnerships with parents and carers are a strength. Leaders place a high priority on clear communication. Parents discuss the effective input that has supported their children's individual needs. For instance, they appreciate staff adapting lunchtime routines and the support for their children's communication and language development. Parents are well informed about their children's learning through weekly online app updates and regular conversations. Leaders and staff provide regular curriculum and child development workshops and guidance for parents. Effective partnerships ensure targeted support on toileting and reducing screen time, for instance, which benefits children directly. This helps parents to further support their children's learning at home.

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Behaviour, attitudes and establishing routines Needs attention

While many routines support children's behaviour, security and independence, staff do not yet consistently embed these across the nursery. At times, group activities are disrupted by routine transitions, such as children going to the toilet, having their nappy changed or being collected. Staff do not support children effectively to stay engaged and listen well at these times. They do not consistently implement their expectations during transition times fully. This results in minor disruptions and reduced opportunities for children to develop their independence and regulate their feelings.

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Behaviour, attitudes and establishing routines Needs attention

That said, children generally demonstrate positive behaviour and attitudes throughout the nursery. They receive support through nurturing approaches from staff. Staff use positive reinforcement strategies, including specific praise and reward systems, to support children to understand some expectations and develop confidence. Staff have an understanding of child development and adapt their responses appropriately, using observation, questioning and redirection. Staff seek to understand and address the causes of behaviour. They further support children's behaviour through faith-based values that promote kindness, respect, sharing and consideration for others. Children receive encouragement to use positive manners throughout the day. Staff monitor behaviour incidents effectively to identify patterns and ensure timely support where needed.

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Behaviour, attitudes and establishing routines Needs attention

Nurturing relationships between staff, children and families contribute to children's sense of security and wellbeing. Staff know their key children well and use this knowledge to support their individual development. Staff are positive role models. They are friendly and demonstrate respect in their interactions with others. Children are generally enthusiastic learners who engage positively in activities overall and demonstrate curiosity and confidence. Staff encourage regular attendance and emphasise the importance of punctuality.

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Children's welfare and wellbeing Needs attention

Hygiene practices are not consistently effective in promoting children's positive health. Staff do not establish handwashing routines securely. They do not routinely support children to develop independent hygiene habits. Staff do not promote children's self-care skills through clear routines. Outdoor experiences for some children, particularly babies, are limited by a lack of appropriate all-weather clothing and opportunities. Older children access outdoors daily but staff do not support children to change out of damp clothing after rainy outdoor play. This does not prioritise children's comfort and wellbeing.

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Children's welfare and wellbeing Needs attention

Children enjoy a range of healthy meals and snacks. Staff do not routinely engage children in conversations to extend their understanding of healthy lifestyles by discussing the benefits of nutritious food and physical development.

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Children's welfare and wellbeing Needs attention

Despite this, children's emotional wellbeing is supported through warm and nurturing relationships with staff. The key-person system enables staff to get to know children and families well and provide tailored care. Care practices for babies are tailored to individual routines and needs. Sleep and feeding arrangements reflect those established at home. Children appear happy, settled and confident within the nursery, demonstrating a sense of belonging. The nursery is generally a safe and welcoming environment.

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

Children do not receive consistent support to follow effective hygiene routines. Staff guide children to wash their hands before snack preparation. However, soap and towels are not consistently available until this is brought to staff's attention. Staff state that these items have been removed due to previous overuse by children. Children also do not receive reminders to wash their hands after sneezing and blowing noses. Consequently, children do not routinely practise effective hand hygiene. This increases the potential risk of the spread of infection and limits opportunities for children to develop independent self-care skills. The youngest of children do not access outdoor play and fresh-air experiences on a daily basis. As a result, they have fewer opportunities to benefit from outdoor exploration, physical activities and sensory experiences that support their overall development and wellbeing.

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

Older children regularly access the outdoor environment and engage in physical activity.

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

That said, children arrive happy and eager to start their day in this welcoming nursery. They confidently join their key-worker group and move purposefully between activities linked to curriculum topics. Children benefit from an inclusive and well-designed curriculum underpinned by Islamic values and teachings. Staff thoughtfully weave this through learning experiences and daily practice. Children receive support to play alongside their peers and participate in small-group activities. They develop their communication, listening and attention skills through staff interactions and carefully planned experiences during key- worker time. Children learn to take turns, share resources and play harmoniously with others. As a result, children develop positive attitudes towards learning and build secure relationships with others.

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

Children enjoy a range of activities that reflect their interests and stage of development. In the baby room, they independently select toys and join in with familiar nursery rhymes and songs. Children self-register using the photo board, choose favourite superhero costumes and explore purposeful areas of learning. These opportunities help children to develop a sense of belonging and feel valued within nursery. Staff generally support children with special educational needs and/or disabilities (SEND) and those who may face barriers to their learning and/or wellbeing effectively. Children benefit from smaller key-worker groups and, where appropriate, additional one-to-one support. Staff help children to follow familiar routines and access activities that meet their individual needs. Consequently, children, including those with SEND, are typically confident and make continued progress from their starting points.

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

Children are generally prepared well for the next stage of their learning, including school. Children demonstrate increasing independence as they put on and fasten their coats. They engage in discussions about stories they have read. Staff share information about children's learning and development with parents and carers to support continuity of care and learning. Children benefit from regular attendance. Leaders and staff ensure parents understand the importance of punctuality to support routines and emotional wellbeing and to sustain progress.

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Next steps

To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date:

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Action Completion Date

ensure that children have access to appropriate handwashing facilities and support staff to develop effective routines to support children's understanding of hygiene practices 24/07/2026

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Action Completion Date

make sure that all children have access to the outdoors on a daily basis and have appropriate clothing for the weather 24/07/2026

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Nuh's Ark Nursery Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 15:00

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Action Completion Date

improve staff's knowledge of how to embed effective behaviour management strategies and routines to enhance children's understanding of expectations of them during transition times. 24/07/2026

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About this inspection

The inspector spoke with the nominated individual, managers, staff, parents, carers 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.

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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. 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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