Early Explorers Childcare Limited - Northbrook

What is it like to attend this early years setting?

Children arrive with happy smiles. Friendly staff greet them warmly. Older children demonstrate independence as they find their pegs and joyfully say hello to their friends. Staff have strong relationships with children. They are nurturing and kind as they offer cuddles to children who are still settling in.

Staff have high expectations for children's behaviour. They deliver these fairly and consistently to children to support their understanding. For example, when children sit together for the register, staff talk to them about using equipment correctly. Children speak with confidence about how to clear their activities away. Staff also support children to learn about certain rules, such as walking inside. Children behave well and follow rules effortlessly.

Leaders are passionate about the care and education they provide to all children. They consistently ensure that staff gather information about each child to develop a robust knowledge of their individual starting points. Alongside this, staff consider children's experiences and how they can provide teaching to close any gaps in children's knowledge. This means that all children are consistently supported to make good progress.

What does the early years setting do well and what does it need to do better?

• Young children thoroughly enjoy stories and books. They look at them independently and staff gladly read to them throughout the day. Staff plan for children to regularly experience a wide range of texts. For example, leaders arrange a book bus to visit the setting often. Furthermore, older children are encouraged to take different books home with them to read with their families. Children's early literacy skills are promoted by staff.
• Children have a remarkable range of opportunities to develop problem-solving skills. For example, children focus for long periods as they use resources, such as scales and puzzles. Staff support them closely as they discuss that they need to add three objects to make the scales balance. Furthermore, children become deeply engaged in conversations about shape and size as they work out how to fit pieces into wooden boards. Staff increase children's understanding of mathematical concepts appropriate for their age.
• Younger children have a joyful time as they explore their creativity with confidence. They add glue and paint to pictures as staff support them to use different tools. However, at times, interactions do not fully support older children's creativity as effectively. For example, occasionally, when children want to explore drawing with different colours, staff express their own preference for artwork to be designed in a certain way. Through this, children do not consistently receive support to continually explore their own imagination.
• Staff support children to learn about healthy lifestyles. For example, they use sociable mealtimes to have discussions with children about their food preferences. Staff interact positively with children as they discuss 'juicy oranges' and 'crunchy apples'. Children also receive consistent messages about good hygiene. For example, staff talk to children about why they need to wash their hands before eating and after using the toilet. Good health is promoted well by staff.
• Staff speak highly of the professional development opportunities available to them. For example, they explain how they have been supported to increase their knowledge of supporting specific groups of children who may have higher needs. Staff also receive regular focused supervision sessions with leaders. Through practice such as this, teaching standards are consistently monitored and raised for children.
• Parents provide positive views of the setting. They explain that they are well informed about children's progress and daily activities. Staff regularly invite parents into the setting to discuss their child's achievements. Leaders also arrange events, such as 'Dad's Day' and encourage parents to participate in activities. Furthermore, they run workshops for parents to provide information about how to support learning and behaviour at home. Parent partnerships are strong.

What the setting must and should do next

The provider should:

• support staff to consistently recognise how to foster children's imagination and creativity skills during activities.