Explorosity Education

What is it like to attend this early years setting?

Children flourish in the exceptional learning environment. They are confident and motivated in their learning as they explore. Babies make rapid progress in their physical development. They use the 'A-frame' and keep trying to get to the next rung on the ladder. Staff sensitively support them and praise their efforts. Older children develop their personal, social and emotional skills as they work together to create 'Gruffalo crumble'. They follow the recipe and think about what they might need to do next. Later, they talk about their creation and share in their excitement with their peers, as they eat their crumble together.

Children have secure bonds with their key person. They spend quality time with them as they enter the setting and also throughout the day. They share their experiences from home, together with their parents, at the morning handover. Children and families have close relationships with the staff at the setting. This helps children to be safe and fully supported in their emotional well-being.

The provider is highly responsive to children's learning and development needs. She adapts the provision to ensure that children's needs are being met. For example, since the COVID-19 pandemic, a second kindergarten room has been introduced. This helps children to have learning experiences which are tailored to them. As a result, they make rapid progress.

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

• The provider has high ambitions for all children. She uses the curriculum to excite, motivate and prepare children in their learning. She shares this ambition with staff. The highly qualified staff team provides excellent teaching and learning opportunities for children. As a result, children are highly motivated and engaged in their learning.
• Staff have a deep understanding of what children know and can do. They expertly build on this as they plan experiences, which help children to develop across all areas of learning. Children visit the lifeboat station together. Observing a paddle board sparks their curiosity. Staff build on this by bringing a paddle board to the setting. Children take turns to inflate it with a pump. They praise each other and are full of excitement as they see the paddle board taking shape.
• Children make rapid progress in their communication and language development. For example, toddlers hear the correct pronunciation of words and repeat this back to staff. Staff identify children's individual communication and language needs to provide additional support and activities, developing this even further.
• Older children are well prepared for the next stage in their learning. They develop their literacy skills as they identify their name on their water bottle.
• They practise the letter sounds at the beginning of their name and find other names which start with this sound.
• Staff take pride in the highly effective key-person system. Parents and children have excellent bonds with staff. Children look to their key person, who helps them to regulate their emotions. As a result, children learn to manage their own emotions and build their confidence.
• Parents are included in every aspect of the setting. They share the excellent communication they receive about their child's learning. They have daily updates which help them to understand their child's development and how to support their learning at home. The provider organises a range of additional support for parents and families, including a baby club.
• Children with special educational needs and/or disabilities (SEND) are extremely well supported. The provider and staff have excellent knowledge of child development. They use this, and their knowledge of the children, to identify the correct support. They work hard to involve other relevant professionals. Parents are overwhelmed by the support provided and comment on the useful strategies they use at home. As a result, children with SEND make the best possible progress of which they are capable.
• The provider values their highly qualified staff team. She provides effective supervision sessions to help staff succeed in their professional development. Staff know children's next steps and feel their well-being is very well supported.