Explorers Childcare LTD

What is it like to attend this early years setting?

Staff create an extremely safe, secure and happy learning environment, which ensures that every child reaches their full potential as they travel along their unique learning journey. Leaders and staff are passionate about providing an ambitious curriculum for all children. Children are indeed at the heart of the 'Explorers' childcare family, as they play, learn and grow together. They benefit from a broad and personalised curriculum that is tailored to their individual needs and abilities. All children who attend this nursery thrive, they make very rapid progress in their learning and development. Children with special educational needs and/or disabilities (SEND) receive exceptional support. Staff are quick to recognise and act on any concerns to ensure that children receive any early intervention they may need as swiftly as possible. Additional funding is used exceptionally well by leaders to extend children's understanding about the world around them and give them opportunities to visit many places of interest. For instance, staff plan weekly trips to local shops, the library, gymnastics, country parks and care homes, they facilitate diverse learning experiences.

Staff consistently model respectful behaviour and boundaries. They have the highest expectations of children's behaviour. Children follow simple rules and regulate their behaviour, with gentle reminders from staff. They demonstrate exemplary behaviour, manners, and conduct.

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

• Managers and staff plan an ambitious curriculum that meets the needs of all children. They expertly adapt the curriculum to meet the needs of each child. Staff sequence the curriculum well and develop it from children's needs and interests. Planned and spontaneous interactions from staff contribute to the delivery of the curriculum intentions.
• The curriculum provides children with a rich and diverse range of learning experiences based on themes. For example, children enjoy a visit to local places of worship to learn about glass window designs, tapestries and paintings. Staff skilfully embed mathematical learning as they discuss size, shape, time and structures with children. Additionally, to broaden children's experiences and scaffold their awareness of transport, children visit the local train station with their friends.
• Staff support children's personal development within the nursery and high priority is given to children's voices. For example, children's voices are represented throughout the displays in the nursery. Staff skilfully develop children's confidence and self-esteem as they engage them in discussions about the things that are important to them. Daily reflection meetings allow children to discuss their day with their friends, the highlights and how it has made them feel. Staff use this information to inform future planning. Staff respect children's right to choice and empower them by gently asking permission to take them to the toilet, or asking what they would like to do next.
• Children show excellent levels of focus and concentration. There are high expectations for children to build on what they know and develop their ideas and vocabulary, with support from skilled staff. Children learn from every opportunity they have and are excited to try new things. They persevere and support each other when difficulty occurs. For example, older children recognise when younger children need support. They collect larger containers to cascade a faster flow of water down the tubes to make their boats travel quicker to the bottom. Children's laughter and excited chatter can be heard in the garden as they play, while inside they calmly interact with staff and each other.
• Leaders and staff have built superb partnerships with the host school children will attend. For example, teachers visit the nursery as well and children visit their future school frequently. Children are more than ready for their move to school. For instance, on the day of inspection, children independently dress in a range of school uniforms and proudly tell the inspector which class they will attend in September and the name of their teacher.
• Leadership and management at the setting are inspirational and worthy of dissemination to others. They have a clear ambition to identify and prioritise improvements. For instance, they regularly complete comprehensive audits to embed a positive learning environment. Staff receive regular supervision sessions that focus on professional development and well-being. This creates a culture of continuing improvement that reinforces the consistency of a high-quality provision. Staff skills are recognised and used effectively. They talk passionately about the setting and their role. They feel incredibly happy and valued by the leaders and managers.
• Partnership with parents is excellent. Parents speak extremely highly of the support they have received from the setting, not just for their children but for the whole family. Relationships between staff and parents are superb. For example, staff signpost parents to useful websites and external professionals, or offer to take them to local support centres to help them the best they can. During the inspection, parents stated in written comments, 'The manager and her team go above and beyond to support parents and children.'