Explorers Aveley

What is it like to attend this early years setting?

Children arrive eagerly to this welcoming setting, excited to begin their day. They separate happily from parents, which demonstrates that they feel safe and secure at this nursery. Staff welcome children and help them to self-register. This helps all children to feel included and a sense of belonging. Staff know children very well and have formed good relationships with them. They are supportive and responsive to children's interests and use these to build upon what they already know and can do. Children demonstrate positive attitudes to learning by showing curiosity in the activities available. For example, children stand up at group times and identify what activities are on offer for their friends to explore.

Children's well-being is at the centre of this nursery. The dedicated manager has a clear and ambitious vision for providing high-quality and inclusive care and education to all children. Staff provide an inclusive environment that supports children to understand their feelings and regulate their own emotions. Children behave very well and show good awareness of the boundaries and routines of the nursery. They take pride in carrying out special responsibilities, such as acting as lunchtime helpers, throughout their day. This helps them to gain a sense of responsibility.

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

• There is a strong focus on communication and language development. Staff use sign language with young children effectively to enhance their communication and ability to express their own needs. They read to children with excitement in the garden, exposing them to a range of stories and promoting a love for literature. The language-rich environment ensures that all children, including those who speak English as an additional language, make good progress with their communication.
• Leaders understand the impact that the COVID-19 pandemic has had on their children's development. They implement a curriculum based on the children's interests and what they need to learn next effectively. Children enjoy taking part in daily group activities, such as mindfulness sessions, to support their well-being as a result of the pandemic. However, staff do not consistently adapt their interactions to respond to individual children's engagement during activities. Consequently, children who are less confident do not fully benefit from the learning experience provided.
• Staff consistently work in partnership with other professionals, and children with special educational needs and/or disabilities are very well supported. Staff undertake relevant training to ensure effective support is provided for children and families, to enable them to make good progress in their learning.
• Children are aware of the boundaries and routines of the nursery and will follow these well with staff support. However, staff robustly follow the nursery routine, such as tidy-up time. As a result, children are not provided with warning when these changes in routine occur, which takes them away from their learning.
• Children are provided with a wealth of experiences to broaden their knowledge and understanding of the world around them. Staff regularly plan outings within the local community for the children that build upon what they already know and provides them with new knowledge to contribute positively to society. For example, children are taken on litter-picking walks to help look after their local woodlands, and they purchase fresh fruits and vegetables from the local market.
• Parents speak very highly of this nursery. They report that they are exceptionally happy with the care and education their children receive during their day. Parents explain that staff are amazing and they trust them completely. Parents report that they are kept up to date with their child's learning and that staff provide them with ideas to support learning at home.

What the setting must and should do next

The provider should:

• review the organisation of routine tasks so that children can complete activities to their satisfaction
• strengthen staff's understanding of how to adapt their interactions to respond to individual children's engagement during activities, to ensure all children remain fully engaged and their learning is maximised.