Little Explorers

Inclusion: Expected standard

Leaders have secure processes in place to support children with a range of backgrounds and special educational needs and/or disabilities. They prioritise finding out about individual children's unique circumstances, to help them understand how to best support children and families. Leaders use additional funding well to structure their support. For example, they consider if children need further one-to-one support or if there are resources that would be more appropriate.

Leaders have an in-depth understanding of the different procedures in each of the local authorities that they work with. They quickly engage with external professionals to ensure that additional help is sought at the earliest opportunity. Leaders are highly reflective. They review and assess the impact of their support effectively, using the skills they have gained through training. Leaders and staff work well with families to ensure that they are included in decision-making and reviews. They assess the impact together and make further plans. Parents who have worked alongside leaders on this journey are full of positive praise for the experiences they and their children have received. Many families continue to update leaders on their children's development once they have left the setting.

Curriculum and teaching: Expected standard

Leaders have carefully considered the structure of their curriculum and what it is that they want to prioritise children to learn. This includes for children who may have barriers to learning and those with special educational needs and/or disabilities. Mostly, these are observed through the teaching that children receive. For example, children enjoy a range of activities, such as moulding and forming dough to support their small-muscle development. Older children enthusiastically join in stories that are familiar to them, using hand puppets to retell parts of the story. Staff ask children about what is coming next and they excitedly share their responses. Younger children show their persistence to complete tasks. For example, they spend time exploring and peeling sticky tape. They show their understanding well and put the old tape in the bin. However, on occasions, staff interactions with children do not consistently make the most of the curriculum intentions, including for mathematical development, to fully enhance all areas of their learning.

Achievement: Expected standard

All children, including children with special educational needs and/or disabilities and those who may face barriers to achievement, make good progress in their learning and development. Staff have effective systems in place to monitor children's development. Leaders and staff use specific monitoring tools to assess children's communication and language development, to highlight any further specific support that needs to be put in place. This helps staff to identify any concerns early to ensure that children continue to make suitable progress in their communication and language development. Parents praise the feedback they receive about their children's day-to-day learning and overall development. Any variations that arise in children's development are shared with parents and they work collaboratively to explore how best to support children.

Children learn a range of skills to help them to be ready for their next stage of learning. Leaders have received feedback from schools that children are confident and self-assured.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff create a kind nursery environment, where wellbeing for all children is a high priority. Children excitedly arrive at nursery and are warmly greeted by enthusiastic staff. The key-person approach is well established. Children show that they feel settled and comfortable at nursery. Leaders and staff have established procedures in place to ensure that staff check on children's welfare if they do not arrive at nursery as expected.

Support for children's behaviour is effective. For example, staff role model how to help children negotiate to ensure that everyone at the table has some slime to play with. Children quickly respond to the guidance from staff and happily share what they have. Staff skilfully manage children's behaviour appropriate for their age and stage of development.

Children understand the consistent routines that are implemented in the setting. They are proud to show staff that they have completed tasks, such as tidying away name cards with allergy information, following mealtimes.

Children's welfare and wellbeing: Strong standard

Leaders and staff place a high emphasis on children's wellbeing. They know children very well and understand what may be impacting on their day. For example, staff quickly pick up if children are not feeling well and swiftly communicate with parents. Leaders and staff are highly skilled at adapting to the changing needs of children and families over time. Staff have close and respectful relationships with children. Staff working with the youngest children ensure they are fully aware of any care practices taking place. For example, staff show children tissues and explain to them that they are going to wipe their nose, before they do this. Children show that they are aware of this and lean forward for their nose to be wiped.

Additional plans are put in place for children with special educational needs and/or disabilities, to ensure that their wellbeing remains high throughout the day. All children show that they feel safe, secure and settled.

Leadership and governance: Expected standard

Leaders have clear aims and ambitions for children who attend their setting. They consider the individual needs of children, to include those with special educational needs and/or disabilities, in the nursery to structure plans for continuous improvement. They have strong emphasis on early intervention. For example, they have introduced a communication and language monitoring tool to assess children's skills to ensure swift support if needed.

Leaders have secure relationships with a range of professionals, including local schools. They facilitate discussions to ensure that any local information is shared and how they need to be aware of this for the children in their setting. For example, around local safeguarding information.

Staff state that leaders are supportive, and their workload and wellbeing is a high priority. They have access to suitable opportunities for professional development. For example, staff have attended training to help their confidence in building the mathematics curriculum. However, not all aspects of the areas that have been a curriculum focus are embedded in practice. Staff require further additional support to consistently implement the curriculum aims to fully benefit children's development.