|Name||New Ark Play Association|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||03 March 2020|
|Address||New Ark Adventure Playground, Hill Close, Reeves Way, Peterborough, Cambridgeshire, PE1 5LZ|
|Phone Number||01733 340 605|
|Type||Childcare on Non-Domestic Premises, Full day care|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
What is it like to attend this early years setting?
The provision requires improvementChildren learn and play in a safe and suitable environment. They are cared for by adults whose suitability to work with children has been verified. However, Ofsted has not been supplied with the information needed to carry out suitability checks on all directors associated with the setting, which is a requirement of registration. Children show motivation and a willingness to learn. They approach activities with enthusiasm and welcome staff’s guidance and interaction in their play. Children are excited to visit the small farm on site and learn how to care for the animals there. They know to be gentle when they stroke and hold rabbits and guinea pigs. Children gain an understanding of recycling as they bring the food waste from the pre-school to the farm for the compost bin. Children in the pre-school form close friendships. They greet each other enthusiastically and show kindness when others need help. For example, some children help others to zip up their coats when they struggle with the task. Children happily engage in conversation with staff and their friends. They behave well and show good awareness of the daily routines. Children respond well to positive praise from staff for their achievements.
What does the early years setting do well and what does it need to do better?
nThe provider has not assured that Ofsted has received the information they need to carry out required suitability checks on all directors of the provision. This is a requirement of registration. However, Disclosure and Barring Service checks are in place and directors do not have unsupervised contact with children.nChildren enjoy the company of the adults who care for them and close relationships have formed. They seek them out to look at books together in the cosy book area and easily approach staff when they need reassurance or a cuddle. Staff encourage children’s independence, such as learning to dress themselves for outdoor play.nStaff plan for children’s interests. Managers monitor children’s progress and ensure assessment is used effectively to help children make good progress. Staff are flexible in their approach and take good advantage of spontaneous learning opportunities. For example, some children who are sitting on blocks remark that they are taller than a member of staff. This leads to discussions about who is really the tallest and they measure themselves on a post to compare.nChildren successfully use a variety of tools and materials to play creatively. For example, they use brushes to style their dolls’ hair at the ’hairdressers’. Children use their hands to explore ’gloop’. They are fascinated by the solid texture in the tray that changes to liquid as it trickles down their hand.nStaff are focused on developing children’s language and communication skills.They engage children in conversation and sing songs every day. Children are interested in books and listen intently to stories. They learn to recognise their name as they self-register on arrival and at snack time.nChildren have excellent opportunities to be physically active and engage in risky play, which they learn to manage well. They climb, balance and swing with confidence on challenging physical play equipment, such as high balancing beams and bars.nChildren’s progress is regularly shared with parents and they are encouraged to help further support children’s learning at home. For example, parents participate in a book-lending scheme to encourage reading and promote speech. They attend regular stay-and-play sessions. Parents comment positively that staff are warm, caring and approachable.nChildren can count. They confidently write numbers on a chalk board. Children recognise shapes in their environment and can use shapes to make a pattern with sponges and paints. At snack time, children are further encouraged to create a pattern with fruit for their fruit kebab.nManagers, supervisors and staff are committed to providing a quality childcare service and work well as a team. Staff engage in regular supervision meetings and their well-being is given careful consideration. However, although staff complete mandatory training, there has been less professional development opportunities that have been precisely targeted on helping staff to develop a deeper knowledge of teaching and learning.
The arrangements for safeguarding are effective.Staff understand the procedures to follow should they have any safeguarding concerns about children in their care or the adults who care for them. This includes wider safeguarding concerns, such as the risks associated with radicalisation. They attend child protection training to ensure their knowledge and understanding is regularly refreshed. Recruitment for staff who work directly with the children is robust.
What does the setting need to do to improve?
To meet the requirements of the early years foundation stage, the provider must:Due dateensure Ofsted is supplied with the necessary information to be able to carry out suitability checks on all directors associated with the company.15/04/2020To further improve the quality of the early years provision, the provider should:nenhance professional development so that it focuses more specifically on developing an expert knowledge of teaching and learning in all areas.