Explorers Bootle

What is it like to attend this early years setting?

The provider has taken swift and effective action to address the weaknesses identified at the previous inspection. They have recruited several new highly qualified staff to the nursery. Leaders have more time to ensure that staff receive the support that they need to improve their work with children. The provider's arrangements for the key-person system are a strength of the nursery. This has had a positive impact on the quality of care and education that children receive.

Children settle quickly on arrival and are greeted warmly by staff. They learn how to behave well. This is because staff have high expectations of how children should behave. For example, staff use the nursery's toy potato head to demonstrate to children how to use their mouth for kind words, feet for walking when indoors and hands to share. Children relish being given special duties, such as to be a 'lunchtime helper' to give out plates and cups at mealtimes. They demonstrate positive attitudes to learning.

Children with special educational needs and/or disabilities (SEND) are supported well. Staff and leaders identify children's needs early and liaise with parents and carers to make referrals to external agencies in a timely manner. Leaders liaise with early years experts to break down the curriculum into small steps to ensure that children learn the curriculum well. Children with SEND experience success in their learning.

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

• Through its ambition, vision and determination, the nursery has transformed itself since the previous inspection. Leaders engage well with the local authority early years advisers to improve curriculum content and delivery. Leaders' curriculum is well thought out and builds on children's existing knowledge and prepares them well for their eventual move on to school.
• Leaders place reading and communication and language at the heart of the curriculum. They provide a collection of books that introduce children to a range of topics, such as difference, rhymes and numbers. Staff read to children often and with skill. Children, including those with SEND, develop a love of reading.
• Leaders ensure that any gaps in children's learning are acted upon swiftly. They hold regular conversations with staff about children's learning and development. Leaders share any concerns they may have with parents. Staff and leaders make effective use of advice and guidance from external agencies to ensure that children make the progress of which they are capable.
• The arrangements to support children who speak English as an additional language are effective. Staff have received training and guidance from the local authority about the use of visual aids, such as timetables. As a result, staff are skilled at using the visual timetables. Children engage in learning of the nursery's daily routine. Leaders have also gone further in their support for children and ensure that children's home language is made a priority to support language development well.
• The provider makes certain that additional funding is used well. They purchase resources to support children's individual learning needs. For example, children with SEND benefit from resources to support their language development. Staff help children to use magnifying glasses while searching for bugs. They skilfully ask them questions and listen to them with genuine interest. This helps children to become confident communicators.
• Leaders' key-person system is effective. Due to more staff being recruited to the nursery, all children are allocated a key person. Leaders have put useful arrangements in place to ensure that children have a familiar staff member to look after their needs should their key person not be available. Consequently, children are settled and happy in the care of nursery staff.
• Parents are pleased with the improvements at the nursery. They appreciate the regular communication that they receive from leaders and staff, such as through face-to-face discussions and the nursery's electronic communication system. Parents are fully informed of the progress that their children make and value the guidance to support their children's learning at home.
• Supervision for staff is implemented well. Leaders check on the quality of education that staff provide. They give feedback to staff that helps them to know what they need to do to improve their practice. Staff access an online training package for mandatory subjects, such as safeguarding. However, leaders do not focus professional development precisely enough for individual staff. This does not support staff to continuously improve their practice.
• Mostly, staff support children's knowledge and understanding across areas of learning. However, some staff are not as strong as others in delivering the curriculum for mathematics. They are not confident to provide challenging learning about mathematical concepts for children. As a result, children do not become confident mathematicians.

What the setting must and should do next

The provider should:

• focus professional development more precisely so that staff are clearer on how they can further strengthen their practice
• strengthen the curriculum for mathematics to help children to become confident mathematicians.