Little Explorers Nursery

What is it like to attend this early years setting?

Children are safe and happy. They have strong bonds with their key person who they will approach for reassurance or comfort. This ensures children feel secure and are ready to learn. On arrival, children are warmly greeted and staff take time to talk with parents. Children explore the environment confidently as they build their independence skills through making choices in their play.

Children build on their physical development. Young children make and play with play dough, using their fingers to knead and roll, building their finger muscles. Older children use balance boards to build their core strength. Staff encourage children to try again when they lose their balance and clap when children persevere and succeed in their achievement. This builds on children's resilience.

Leaders have high expectations for every child, including children with special educational needs and/or disabilities (SEND). The curriculum is designed around children's interests and what they need to learn next. For instance, children learn about nature through the 'forest school' garden. They enjoy exploring, using binoculars to investigate spiderwebs and search for spiders and bugs.

Children behave well and have a positive attitude to learning. Staff are good role models who provide structure and have high expectations for every child. This helps children to make good progress in their learning.

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

• The provider has taken all the necessary steps to improve since the last inspection. Staff have undertaken the relevant training and induction of new staff is robust to ensure they understand their roles and responsibilities. The manager undertakes regular supervision meetings for staff where well-being is a focus. This ensures staff feel valued and have a positive approach to their role.
• The manager and staff develop a curriculum that is well sequenced and individualised for each child. Children are assessed regularly and planned for, so they achieve their full potential.
• The manager works with a range of professionals to ensure children with SEND receive early intervention and progress well in their development. While waiting for referrals, the nursery ensures targets are set and reviewed regularly to support children to make progress.
• Children learn good health practices. For example, before mealtimes, children wash their hands. Children are reminded to fetch their water bottle when going outside to play, to keep them hydrated. Children pour themselves water or milk from a jug to have with their snack and lunch. Children self-serve their meal which also builds on their independence skills. Healthy snacks and meals are provided which take account of children's dietary requirements.
• Staff promote children's learning in early mathematics. For example, when young children make play dough, they compare 'light' and 'heavy', 'big' and 'small' bowls of flour to mix. Older children begin to recognise quantities when rolling a dice. Staff encourage children to count during play.
• Children learn about diversity and what makes them unique. For example, home language books are available, so children have a sense of belonging. Children learn about festivals and resources reflect the community around them. Parents are invited to talk to the children about why they celebrate, giving children an understanding of the world.
• Parents speak highly of the nursery and the positive experience they have when settling in their child. Parents appreciate the daily updates on the online progress log. They know what their child is doing each day, which gives them confidence in what their child is learning and how their personal needs are being supported.
• Communication and language is a strong focus throughout the nursery, overall. Staff talk to children as they play and ask them questions. They give children time to respond before extending language to build on their vocabulary. For example, babies and young children sing nursery rhymes and recall key words. Staff sit and share story books which children enjoy listening to. Children, including those who speak English as an additional language, are becoming confident communicators. However, during the lunchtime routine, conversation is not consistently encouraged by staff in this social event, to extend children's skills even further.

What the setting must and should do next

The provider should:

• be more consistent in how the curriculum for language and communication is implemented within lunchtime routines.