Little Explorers

What is it like to attend this early years setting?

Staff warmly greet children and parents at the door on arrival and welcome them into the nursery. Children settle quickly when they arrive. Children display strong bonds with staff. They reach out for comfort when needed, which helps them to develop a sense of security.

Leaders have designed a curriculum that aims to give children a broad range of enriching experiences. Children enjoy trips to see the diggers at the local building site and attend 'centres of excellence' to learn about robots and drones. In addition, they have opportunities to learn about the world. For example, children enjoy listening to 'We're Going on a Lion Hunt'. They learn about different animals, such as lions, and cultural differences, such as traditional dress. This promotes children's understanding of the world and their local community.

Children, including those with special educational needs and/or disabilities, are well supported. Staff work in partnership with parents and external professionals, such as early years specialist teachers and physiotherapists, to implement children's individual learning plans. This includes one-to-one support where needed to ensure that all children benefit from the learning opportunities. All children benefit from clear and achievable targets to help them to make good progress from their starting points. They are prepared for their next stage in learning.

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

• The curriculum for communication and language is a strength. Staff who work with babies introduce musical instruments to develop their understanding of rhythm and rhyme. For example, as babies delight in shaking the tambourine, staff clap their hands at the same time. Furthermore, staff model and extend language for children. For example, staff introduce new language in play, which helps to build on children's vocabulary.
• Staff incorporate mathematics well into children's play. Babies learn to count during song time as they sing about 'Five Little Ducks'. In addition, as older children chop and slice their carrots for snack time, staff introduce words such as 'cube' and 'hexagon' to describe the different shapes children make out of the carrots. Children develop a good grounding in early mathematics.
• Partnerships with parents are a strength of the nursery. There is a two-way flow of communication. Parents receive daily feedback and updates on their children's progress through conversations and via the online app. They comment on the lending library, where children enjoy choosing books to read at home, and advice on specific topics, such as weaning and potty training. This supports children's continuity of learning.
• Children demonstrate positive attitudes to learning. They listen attentively during group times and show high levels of engagement from a young age. Staff give children gentle reminders about what is expected of them and how to behave. For example, babies are taught to take turns and share their toys. In addition, staff give children responsibilities, which they carry out with pride. Children learn to manage risks outdoors with a checklist to ensure it is safe for play. All children behave very well.
• Physical development is supported well. Babies develop their small muscles as staff support them to serve themselves using tools such as tongs and spoons during mealtimes. Older children master putting on clothes and develop their large muscles as they navigate the balance bikes in the outdoor area. Children gain an array of physical skills that support their overall development and readiness for school.
• Leaders are passionate and strive for continual improvement. Staff feel that leaders prioritise their well-being. They receive regular supervision sessions where they can discuss a range of issues. Staff have access to a range of training opportunities to support their continual professional development. However, the monitoring of staff practice is not yet precise enough to address variations in teaching practice and raise the quality of education even further.
• Overall, children develop an understanding of healthy lifestyles. Staff encourage children to learn about the importance of good oral health. In addition, children know to wash their hands before meals and after using the toilet. However, staff do not always encourage children to wash their hands after blowing their noses. Staff do not consistently model this behaviour to children. Consequently, children are not fully supported to understand the importance of this good hygiene practice.

What the setting must and should do next

The provider should:

• strengthen monitoring of staff practice to ensure greater consistency in the quality of education and improve their practice even further
• ensure that staff consistently act as good role models and help children to learn about the importance of good hygiene practices.