Little Explorers Day Nursery

Inclusion: Strong standard

The nursery demonstrates a highly effective and well-embedded commitment to inclusion, ensuring that every child feels valued, supported and able to fully participate in daily learning. Staff have a secure and detailed understanding of children's individual needs, and they implement personalised learning plans using a well-established graduated approach. This is used effectively to shape meaningful experiences that reflect children's needs, interests and backgrounds. For example, learning is adapted in response to children's experiences, such as an underwater theme inspired by a child's visit to an aquarium.

Inclusive practice is consistently embedded across the setting. Resources, environments and teaching approaches are thoughtfully adapted, so all children access learning with confidence. Staff monitor children's progress closely and use this information to review and refine support, ensuring that strategies remain effective.

Children with special educational needs and/or disabilities (SEND) are identified promptly, and staff work in close partnership with parents and external professionals, including the local authority, to ensure that support is well coordinated. Leaders have clear plans in place to reduce barriers and improve outcomes, and they make effective use of additional funding. As a result, children, including those with SEND and those who face barriers to learning, are fully included, engaging confidently and making rapid progress from their starting points.

Curriculum and teaching: Expected standard

Leaders have a secure understanding of the quality of the curriculum and teaching. They have designed a curriculum that meets the requirements of the early years foundation stage and reflects children's starting points, interests and needs. Leaders review practice regularly and use assessment information and professional advice to refine provision and support improvements in teaching.

The curriculum is appropriately sequenced, enabling children to build on what they already know and can do over time. Communication and language are prioritised across all areas of learning. Staff model language effectively and introduce early phonics to support children's readiness for school. Children are also supported in developing early mathematical understanding, such as through counting, sorting and using mathematical language during play.

Leaders place an emphasis on children's personal, social and emotional development and physical development. Children are helped to develop independence, confidence and positive relationships, which underpin their readiness for the next stage in learning.

Practitioners use ongoing assessment to understand what children know and can do. This information is used to adapt teaching and provide appropriate support for children with special educational needs and/or disabilities, those known to children's social care and those who face barriers to learning. Staff interactions generally support children's communication and engagement. However, questioning is not always sufficiently precise to consistently extend children's thinking and respond to their curiosity.

Achievement: Expected standard

Children make steady and secure progress from their individual starting points across all areas of learning. Progress in communication and language is particularly evident, as children develop increased confidence in speaking, listening and understanding. They benefit from regular opportunities to extend their vocabulary and use language meaningfully across the curriculum.

Children build on what they already know and can do. They receive appropriate levels of challenge, and any gaps in learning are identified and addressed in a timely manner. As a result, children continue to develop their knowledge and skills over time.

Children with special educational needs and/or disabilities, disadvantaged children and those who face barriers to learning make appropriate progress from their starting points. They are helped to access learning and participate alongside their peers.

Children develop confidence, independence and communication skills, which prepares them well for the next stage of their learning, including school.

Behaviour, attitudes and establishing routines: Expected standard

Children's behaviours and attitudes are positive and well established. Leaders have established a positive environment with clear and consistent expectations for behaviour, which are understood by staff and children. Children are cooperative, kind and willing to engage in activities. They share resources and learn to take turns, supporting their ability to collaborate with others.

Relationships between staff and children are warm and supportive. Staff use the setting's behaviour approach consistently, helping children understand expectations and develop a sense of right and wrong. When conflicts arise, staff respond calmly and model positive strategies, helping children manage their emotions and develop self-regulation skills.

Routines are well established and help children feel secure. Transitions are generally managed effectively, although some children need additional support to follow instructions. Staff consider children's age and stage of development, adapting support where needed.

Children show positive attitudes to learning, although opportunities to sustain independent play could be strengthened. Leaders promote regular attendance and support families in establishing consistent routines.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are highly effective. Staff establish secure, responsive relationships through a well-embedded key-person system. As a result, children feel safe and settled, and they develop a deep sense of belonging. The environment across all rooms is calm, nurturing and highly predictable, enabling children to regulate their emotions and engage confidently and independently in their play.

Staff have an in-depth understanding of children's individual needs. Care practices are thoughtfully adapted to ensure that all children, including those with special educational needs and/or disabilities, those known to children's social care and those who face barriers to their wellbeing, receive consistently high levels of support. This enables all children to thrive.

Children have a secure understanding of their health, safety and physical development. Well-established routines promote independence, healthy lifestyles and self-care. Nutritious, freshly prepared meals contribute positively to children's physical wellbeing.

Staff consistently support children in recognising and managing their emotions through skilled interactions and modelling. Routines are seamless and highly effective, promoting children's emotional security and overall wellbeing.

Leadership and governance: Expected standard

Leaders clearly understand the setting's strengths and areas for development. Through self-evaluation, they identify priorities and share them with staff, families and external professionals. They ensure that statutory requirements are met and that policies, including safeguarding, health and safety and inclusion, are implemented consistently. Leaders take appropriate steps to support staff's wellbeing and workload. Regular supervision, meetings and access to training help staff develop their practice. However, professional development is not always sharply focused on identified priorities to consistently strengthen teaching. Leaders monitor the curriculum through observations, discussions and assessment information. This helps them identify areas for improvement, such as the quality of interactions. While actions have been taken, they are not yet embedded consistently. Systems to track progress enable leaders to identify emerging needs, including for children with special educational needs and/or disabilities, and involve external professionals. This helps children access learning and make progress. Leaders work in partnership with parents and maintain open communication. As a result, children experience a well-organised, inclusive environment.