Explorers Kirkby

What is it like to attend this early years setting?

Staff place children's needs at the centre of this provision. They identify areas of learning that children find challenging and adapt the curriculum to have a positive impact on children's development. They are particularly skilled at helping new children to settle. For example, babies smile with joy as their key person talks to them softly and maintains eye contact. Older children seek out staff for reassurance and invite them into their play. Staff are positive role models and have high expectations for all children. They offer consistent praise and encourage children to keep trying as they master new skills. In turn, children are excited as their friends achieve something. For example, children in the toddler room congratulate each other by saying 'great job' as they manage to pick items up using tweezers. Children are proud of their achievements and have high levels of self-esteem. Children's behaviour is good.

The curriculum is sequenced to help children build on their skills. For example, babies are encouraged to stand and gain confidence in their balance before walking. Children in the toddler room drink from cups without lids and start to self-serve their food. Children in the pre-school room are confident in holding and using tools to write or make models using recycled boxes. Staff encourage children to be resilient, express their needs and be confident communicators. As a result, all children make good progress and are well prepared for their move to school.

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

• Staff plan a range of creative learning opportunities. Children are engaged and immersed in learning. Younger children enjoy using musical instruments and explore using tools in the sand tray. Older children enjoy investigating if eggs in a tray are raw or boiled by cracking them into a bowl. Staff provide a running commentary and ask some questions. However, these do not always support children to think through problems themselves or develop their critical thinking skills.
• Children with special educational needs and/or disabilities (SEND) are supported very well. Staff work hard to identify children's needs and use a range of strategies to help children develop in their own individual way. For example, staff use visual symbols as they talk with children to help develop their understanding. Any funding that children receive is spent well and has a positive impact on outcomes for children. As a result, all children make good progress.
• Staff promote children's well-being. Children access the outdoors everyday and enjoy a range of freshly prepared snacks and meals. Children have lots of physical play, such as riding scooters and climbing steps on a slide. Children have the opportunity to learn about the importance of brushing your teeth and good oral hygiene. Children develop an awareness of leading a healthy lifestyle.
• Overall, partnerships with parents are good. Parents are very complimentary about the care their children receive. Staff share a variety of information through daily discussions, the online app and social media. However, strategies to consistently engage parents in home learning are not embedded. This limits the continuity in children's learning between the setting and home.
• Partnerships with other professionals are meaningful. Staff work closely with other professionals to support children's individual needs. For example, they liaise with advisory teachers and health professionals to support the needs of children with SEND. Teachers are invited into the nursery to learn about children's needs as they transition to school. This supports a consistency of care for children.
• Leaders are very reflective and identify areas that they would like to develop for the benefit of children. Staff are supported through inductions, staff meetings and supervision. Staff attend training that develops their skills. For example, staff have recently attended training in supporting children's communication and language and adopted strategies across the nursery to support children's communication.

What the setting must and should do next

The provider should:

• provide opportunities for children to solve problems and develop their critical thinking skills
• strengthen parent partnerships further in order to promote consistent ways of supporting children's learning at home.