Little Explorers

What is it like to attend this early years setting?

Children are well behaved, happy and settled. Staff help children to have a good understanding of the daily routines within the setting. For example, they hold their hands up to signal when it is tidy-up time. Children finish what they are doing and willingly help to tidy the resources away. They learn to share and take turns with others. Children have the sensitive support of staff, who are very observant of what is happening around them. Children have a genuine love of stories. They sit, listen and answer questions. Staff read well and this helps to keep children focused.

Children are confident and approach staff for help, reassurance or comfort. This shows that their relationships are secure and they feel safe. Children enjoy being outside. They carefully manoeuvre bicycles to avoid obstacles and enjoy the thrill of riding up and down a ramp. Children enjoy outings within the local community, visit the garden centre and go to the local shops.

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

• Managers and staff are committed to improving the care and education that they provide for children. Since the last inspection, there has been an improvement in the curriculum. This has resulted in staff providing activities that challenge and extend children's learning.
• The manager is very clear about the curriculum and the level of teaching and learning she is aiming for. Managers and staff continue to work with the local authority improvement officer to enhance their practice.
• The key-person system is well embedded. Staff know what children can do before they start. They use this knowledge to plan activities around what children need to learn next. This helps to ensure that children make good progress.
• Children are interested and motivated learners, who find something to interest them. They learn about the different occupations of people who help them. They answer questions about the equipment that firefighters use and talk about vets who look after animals.
• Staff are well qualified. They attend relevant training to improve their teaching and learning opportunities for children. They use some of the training they have attended to improve communication and language in children. For example, children enjoy singing songs and rhymes during group times. They choose an illustrated wooden spoon to show which song or rhyme they want. Staff use a mixture of facial expressions and sign language, along with the words they are singing. Children copy these, showing that they are learning to communicate in different ways.
• The partnerships with parents work well. Staff share relevant information with parents. This helps to ensure that parents know the progress their children make and what they need to learn next.
• As children prepare for school, staff focus on the skills they need to be confident learners. Children learn to be independent and to follow good hygiene practices. They go to the toilet on their own and wash their hands after toileting and before eating. When children want to go outside, they find their own coats. Most children can put them on and fasten them. Other children get the support and encouragement they need to keep trying and be successful.
• Children listen to stories about the importance of taking care of themselves, such as brushing their teeth and eating healthy foods. They enjoy meals prepared from fresh ingredients. Children use proper cutlery and sit together at mealtimes. Mealtimes are a pleasant time for children as they chat to each other and the staff who sit with them.
• Key persons complete the required progress checks when children are aged between two and three years. They include a summary of information about the key areas of children's development. Parents receive a copy. All required documentation is in place to meet statutory requirements.
• Although teaching has improved, staff occasionally use more familiar ways of saying words, such as 'piggy' and 'doggy'. This means that children do not consistently hear the correct pronunciation of words. Also, on occasions, staff ask children questions that are a little too challenging. This means that teaching is not of the standard to help children to make excellent progress, particularly in communication development.

What the setting must and should do next

The provider should:

• explore ways to help staff raise the quality of education and achieve excellent outcomes for all children.