Little Explorers Nursery

What is it like to attend this early years setting?

Children thoroughly enjoy their time in this homely nursery. Staff are highly attentive to children's needs. They form positive relationships with children, and parents report how much their children enjoy attending. On arrival, babies hold out their arms excitedly, ready to be greeted by staff. There is a busy, vibrant atmosphere within the nursery. Children demonstrate they feel safe and happy. They approach staff confidently for comfort, when needed, and actively involve staff in their play. For example, they suggest games to play with staff and their ideas are always valued and welcomed.

Babies and children benefit from a wide range of well-planned activities which support their learning needs well. Leaders have high expectations for every child. They plan a curriculum which successfully caters for each child's learning styles. This includes children with special educational needs and/or disabilities (SEND) and children who need extra help with their learning. All children make good progress from their starting points.

Staff are positive role models. They actively encourage children to be kind, courteous and respectful of one another. From a young age, children quickly learn how to share resources and take turns as they play. They listen to one another and play happily together. These skills prepare children well for future learning.

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

• Leaders have made good progress since the last inspection. All staff hold appropriate qualifications which meet the statutory requirements of the early years foundation stage. Children are cared for by staff who are appropriately trained and skilled in caring for children and supporting their learning.
• Teaching is good and staff fully understand the intentions of the nursery curriculum. Children develop important skills to help them become ready for starting school. Staff plan activities well so that children gain confidence to try new things. Babies are delighted when they press buttons and lift flaps and see what happens. Older children use their investigative skills to enthusiastically hunt for insects in the nursery garden. They demonstrate high levels of interest as they turn over logs with excitement and anticipation as to what they might find.
• Leaders have quickly addressed the gap in children's language and communication skills seen after the COVID-19 pandemic. Younger children copy and repeat the language and vocabulary they hear older children using. This helps their language skills develop quickly and they become confident in communicating their needs. Staff have completed appropriate training to support children with SEND who need additional help in communicating their needs.
• These strategies are fully understood and implemented by all staff. Every child is valued, listened to and able to convey their needs.
• The nursery curriculum offers extensive opportunities for children to play and learn outside and to experience exciting visits within the local community. For example, recently, a group of children visited a local Tesco store to buy ingredients for cookery activities. Staff planned this activity well to help children have the experience of choosing items from a shopping list and using money.
• Staff prepare children well for the transfer to school. They talk to children about the school environment, and children compare the different types of uniform they will be wearing. Staff sensitively encourage children to talk about what they are looking forward to and any worries they may have. This helps to make this transfer process easier for children to prepare for.
• Generally, the nursery routine is planned well overall. Babies and children have time to freely explore and choose their own activities. However, during the morning snack routine for older children, learning is interrupted for a short time, as children are asked to wash their hands but not all children can have snack at the same time. This means some children are left waiting unnecessarily and their learning is disrupted.
• Partnerships with parents are good. Staff share regular information with parents about what their children are learning and the progress they are making. Parents are actively encouraged to support children's learning at home. For example, staff have organised the 'community library' to enable parents and children to share books and stories together at home.

What the setting must and should do next

The provider should:

• improve the organisation of snack time to ensure children remain positively engaged in purposeful learning experiences.