JC Little Explorers

Inclusion: Strong standard

There is a highly inclusive culture at the provision. Staff identify children with special educational needs and/or disabilities (SEND) early and support them very effectively. They work closely and in partnership with families to gather accurate starting points in order to establish children's existing knowledge and stages of development. They use this information alongside their observations and assessments to create children's next steps, which are purposeful and precisely support children's progress. Staff use any additional funding well to target and close any gaps in children's learning. Children have access to experiences that they may not have previously experienced.

Leaders work closely with families who may need support to fully access the provision and to be involved in their children's learning. Parents and carers are regularly invited to visit the setting for social events and to discuss their children's development. They provide extremely positive feedback on the quality of education and care given to their children, particularly for those children who face disadvantage.

Staff are skilled at implementing strategies to precisely support children's development. They effectively use signs and visual cues to help children understand what is about to happen next. Children with SEND make impressive and sustained progress that provides them with the tools for the next stage in their learning.

Curriculum and teaching: Expected standard

Leaders and staff plan a range of activities that cover all areas of the curriculum. They use observation and assessment well to establish what children are capable of and what they need to be learning next. Children make sustained progress in their mathematical knowledge. This is because staff weave mathematical language and concepts into everyday activities and routines, such as snack time and outside play in the mud kitchen. Stories, rhymes and discussions are very well embedded throughout the provision. Children have rich communication and literacy skills.

Children who face barriers to their learning benefit from interventions and adaptations that allow them to access all areas of the provision and always be included. Children learn to be independent in tasks, such as dressing, feeding and toileting. This prepares them very well for the next stage of their learning, such as school. Staff consistently give children the opportunity to manage their behaviour and emotions. They typically support children well to manage any minor conflicts.

Generally, staff teach the curriculum well. They have the skills and knowledge to extend children's learning in the moment. However, this is not yet fully embedded across the whole workforce, which at times negatively impacts children's experiences. Leaders are aware of this and have plans in place to provide support for staff to understand how and when to extend children's learning.

Achievement: Expected standard

Children are confident to fully explore the environment and benefit from the activities and experiences provided. Typically, activities are adapted well to cater for children's unique age and stage of development. Children generally progress well through all the areas of the curriculum, particularly in communication and language. They enjoy playing with other children and engaging in activities together. For example, when making play dough, children share the tools and work collaboratively. They show their enthusiasm as they point out to staff proudly what they have done.

All children, including those who face barriers to their learning, develop well from their starting points. They gain the necessary skills to help them recognise and celebrate their own achievements and be ready for the next stage in their learning. Any minor inconsistencies in staff's teaching do not adversely affect children's overall achievement.

Behaviour, attitudes and establishing routines: Strong standard

Children thrive in the warm and welcoming environment that leaders and staff have thoughtfully created for them. The well-organised environment and clear routines help children to feel safe, secure and confident. Staff build into the daily routine opportunities for outside purposeful play. This positively supports the learning and wellbeing of those children who prefer to play and learn outside. Staff respond sensitively to children's changing needs, particularly for those who require additional support and/or intervention. There are clear boundaries and expectations for children. Staff consistently teach children how to develop and work on their individual social skills and how to behave. Children learn that it is important to listen to what others have to say, share resources and how to be kind to their friends who may need someone to play with. Children demonstrate empathy and are beginning to take responsibility for their actions.

Children show extremely positive attitudes to their learning. They are attentive during activities and take pride in their achievements, such as when painting a picture or cutting up carrots for the first time. Staff teach children to persevere and not to give up easily. Children are polite and thoughtful, such as when handing out instruments during a music activity. Staff adapt their expectations for children's behaviour. They provide strategies for those children who are at risk of becoming overwhelmed. This helps all children to benefit and enjoy their learning. Leaders carefully monitor attendance and work alongside families to remove barriers. As a result, children's attendance is extremely positive. They attend regularly and develop excellent habits that prepare them well for school.

Children's welfare and wellbeing: Strong standard

Children demonstrate impressive independence in managing their own needs. They regularly wash their hands, use the toilet and prepare their own snacks with confidence. Staff use every opportunity to actively promote healthy lifestyles through daily routines and learning experiences. They discuss nutritious foods at snack and mealtimes. Children are captivated as they learn about the role of the taste buds on their tongues.

Leaders complete individual risk assessments for children with special educational needs and/or disabilities and share these with all staff. This ensures that all staff can support children safely and consistently. Staff sensitively meet babies' and children's sleeping, feeding and personal care needs with kindness and respect. All staff vigilantly supervise children when they are eating.

Children have access to a highly impressive programme of physical development. Staff provide daily opportunities for energetic outdoor play, where children run, climb, balance and practise their coordination. Children show their delight as they thoroughly enjoy dancing and music activities. Staff include themselves in these sessions, which adds to children's involvement and enjoyment.

The key-person system is highly effective. This enables children to form warm and loving bonds with staff. Children are confident to seek reassurance when needed. They demonstrate that they feel safe and have a deep sense of belonging.

Leadership and governance: Strong standard

Leaders review practice regularly and have a precise understanding of the quality of teaching and areas that need further improvement. They have a planned programme of support in place for staff, which has yet to be fully embedded. Staff have access to targeted training and coaching to help them further develop their own teaching skills. This helps staff to deliver the curriculum effectively and highlight areas for further development. Leaders ensure that all children can access a bespoke settling-in period that meets the emotional needs of individual children. Consequently, children settle quickly and parents and carers feel welcomed into the setting to help with this.

Leaders have excellent partnerships with external professionals and parents. They share detailed and clear information about children's development and how learning can be supported at home. Leaders ensure that they prioritise support for the most disadvantaged children and their families. As a result, all children, regardless of their needs and/or capabilities, make significant and sustained progress and are able to fully participate. Parents appreciate the involvement that they have in their children's learning, which includes daily feedback and detailed reports.

The commitment to ongoing staff development and the attention given to the learning environments allow leaders to maintain a very high standard of education and care across the provision. Staff feed back that they feel lucky to have such positive support from the leadership team. They say that leaders go to great lengths to help staff to feel valued and appreciated.