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
Inspection report: 11 June 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Expected standard
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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

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.
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.
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.
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.
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.

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.
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.
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.
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.
Older children regularly access the outdoor environment and engage in physical activity.
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.
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.
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.
Next steps
To meet the requirements of the Early years foundation stage the provider must take the
following actions by the assigned date:
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
make sure that all children have access to the outdoors
on a daily basis and have appropriate clothing for the
weather
24/07/2026

Inspector:
Lisa Bellam-Brown
About this setting
Unique reference number (URN): 2852372
Address:
2 Lytham Road, Fulwood
Preston
PR2 8JB
Type: Childcare on non-domestic premises
Registration date: 27/06/2025
Registered person: Nuh's Ark Nursery Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 15:00
Local authority: Lancashire
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
About this inspection
The inspector spoke with the nominated individual, managers, staff, parents, carers and
children during the 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.

Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 11 June 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
80
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.

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