Noah's Ark Pre-School

Books borrowed for home, small jobs that build independence and a prayer at the end of each session give Noah's Ark Pre-School a recognisable character. This Tolworth setting combines learning through play with Catholic community links and close involvement from families. Its offer is for children aged two to four, with capacity for 30 children in total.

At its February 2026 inspection, Ofsted awarded Strong standard in achievement, behaviour and routines, welfare and wellbeing, curriculum and teaching, inclusion, and leadership and governance. These are separate area judgements, rather than a single overall grade. The practical examples behind them matter: songs shared in children's home languages, physical activities adapted to children's needs and familiar routines that help children understand their day.

Term-time attendance includes morning, afternoon and all-day patterns. That gives families a choice between a shorter session and a day spanning both sessions, within a preschool timetable rather than an early-start, late-finish opening window.

Learning and Activities

The Early Years Foundation Stage sets the learning, development and care requirements here: children learn through play, conversation, physical activity and opportunities to practise everyday skills. Activities build on children's interests and what they can already do. Independence is a recurring thread, from managing clothing to taking responsibility for small tasks.

In January 2026, older children's activities included threading, making marks and using cutlery to develop the hand control needed for writing. Stories shaped weekly activities, alongside themes about winter, feelings, food and teeth. The weekly library also resumed: children borrow a book, read it with their family and exchange it the following week. This connects the preschool day with a manageable activity at home.

Small responsibilities have a clear purpose. Helping Hands tasks include distributing book bags and helping to tidy the sensory room; children receive stickers for taking part and helping others. These are everyday opportunities to contribute, rather than independence being treated solely as preparation for Reception.

February 2026 practice included conversations about the ingredients used to make play dough, counting during activities and comparing shapes by size. Children also drew pictures and talked about their work. Staff were developing their use of pauses so children had longer to formulate a response. That is a useful teaching priority: an adult's vocabulary helps most when children also have space to use their own.

Outdoor and Community Life

Children have direct access to outdoor space on the premises. Local outings extend activities beyond it, with separate parental consent for major trips and risk assessments that families can see. A November 2024 playground remodelling included artificial grass and repositioning two playhouses, giving more space for play; these are completed changes, distinct from later plans for additional equipment.

The June 2026 Living Eggs Experience was planned to bring chicks into the preschool for two weeks; earlier plans described using an incubator and eggs to explore a chicken's life cycle, animal care and hygienic handling. Multicultural Day was scheduled for May 2026, with children invited to wear traditional clothing. These events give children concrete subjects to discuss and explore, rather than relying only on pictures or stories.

Families also take part. Chat and Play invites parents to play alongside their child and talk with the team, while Sports Day includes parents in children's physical activities. The October 2025 Walk to the Park was planned around collecting items for autumn displays, with parent helpers and weather conditions determining whether it could proceed. These are dated examples of the preschool's event pattern, rather than invitations for the coming term.

Relationships and Communication

A key person system links progress monitoring with changes to each child's activities and support. Family photographs are used to help children settle, giving them something familiar to recognise and talk about. Parents can raise worries with their key person during induction, including medical or developmental needs that require preparation before attendance begins.

The online learning journal carries observations and photographs that families can respond to or supplement with pictures from home. Parents also receive a PDF journal at the end of the academic term. This gives communication two directions: staff share preschool experiences, and families add context from home.

In February 2026, staff noticed changes in children's mood and discussed them with parents, and children returning after an absence received extra reassurance. Parents were also given songs in their home languages and shown ways to share stories. The practical emphasis was on connecting home and preschool care, rather than limiting contact to formal progress updates.

Inclusion and Wellbeing

At the February 2026 inspection, Ofsted found that safeguarding standards were met, children made sustained progress including those facing learning barriers, and staff identified additional needs and worked with families and speech and language therapists to support them. The next steps centred on deepening the benefit for disadvantaged children, children with SEND and those facing other barriers, including children known to social care.

Current arrangements include a SEND co-ordinator role and a safeguarding lead with deputy cover. The team includes staff with Level 6 Early Years Professional qualifications and Level 3 early years qualifications. These describe the team's training, rather than establishing how many adults work with a particular group.

Children do not have to be toilet trained to attend. Staff work with parents on toileting, with a changing unit available and parents supplying nappies or pull-ups and wipes. The policy also recognises that a child's medical or developmental needs may make toilet training inappropriate at that stage.

Allergy planning includes a risk assessment covering the allergen, possible reactions, medication and measures to avoid contact. Paediatric first aid cover is arranged for the premises and outings. These are practical arrangements for families to understand alongside the dated safeguarding judgement.

Sessions and Attendance

The preschool occupies The Bungalow, 401-403 Ewell Road, Tolworth, KT6 7DG. Opening hours are 8.40am to 3.15pm, Monday to Friday, across 38 weeks of the academic year.

Morning sessions run from 8.40am to 11.40am, with afternoons from 12.15pm to 3.15pm. All-day attendance is also offered, including for children accessing 30-hour funding. Families using that funding can collect at 2.40pm or choose the separately charged extension to 3.15pm; this final 35 minutes is optional.

September is the main intake. The admissions cycle accepts September applications up to the end of the spring term, with successful applicants notified in April. An application form places a child on the waiting list and can be submitted online, by email or by post. Enquiries can be made through the contact form or by email.

Funding and Paid Extras

Funded childcare includes 15-hour places for eligible two-year-olds and three- and four-year-olds, alongside 30-hour places. Delivery is term-time. Universal funding and eligibility-based entitlements are separate routes, with the extended entitlement requiring an eligibility code; private sessions and all-day attendance are also offered.

Parents provide packed lunches, while preschool snacks carry an optional, separate contribution. The preschool has a nut-free food policy, asks families to supply an ice pack with lunch and requires alternative milk from home where allergy or sensitivity makes it necessary.

Parents also supply nappies or pull-ups and changing wipes, including for children using funded hours. Funded attendance carries no deposit or registration charge; children attending without government funding require a non-refundable deposit. Changes to attendance require four weeks' notice. Current prices come in the preschool's written quotation, with the fees and admissions page explaining the optional extension and snack contribution.

Moving on to School

The preschool describes a longstanding relationship with Our Lady Immaculate Primary school, where many children move on. In February 2025, some children expecting to attend that school joined a Reception taster session, playing indoors and outside. Attendance at Noah's Ark does not guarantee a school place: families still apply through the local authority admissions process.

• Term-time timetable. Short morning and afternoon sessions sit alongside all-day attendance, with a 3.15pm closing time. Match both the daily timetable and school-holiday arrangements to your family's needs.
• Catholic character and priority. A daily prayer forms part of session routines, and admissions give priority to baptised Roman Catholic children seeking full-time attendance before other categories. Consider both the religious character and how the priority order applies to your application.
• Funded hours and extras. Collection at 2.40pm avoids the optional extension charge for children accessing 30 hours; snacks have an optional contribution and lunch comes from home. Keep these separate in the written quotation so the attendance pattern and extras are clear.
• Your child's support. February 2026 development work included giving children longer to answer and increasing the benefit for those facing barriers. At a visit, ask how these priorities shape support for your child; allergy-affected families should also confirm current food-handling practice and the individual care plan.

Noah's Ark suits families seeking term-time preschool with either morning or afternoon sessions, as well as those wanting all-day attendance within its earlier closing timetable. Its strongest decision points are the connection between home and preschool learning, practical independence and a recognisable Catholic community character.

The February 2026 area judgements provide a strong inspection position, while the teaching and inclusion priorities give families useful questions for a visit. The online learning journal, weekly library and shared activities make parent involvement concrete. Choose it with the timetable, admissions priorities and funded extras clearly understood.