Little Explorers Nursery School

What is it like to attend this early years setting?

Staff warmly welcome children as they arrive. Those who need some support to start their day receive comforting cuddles, which quickly calms them. Children are eager to explore the day's activities that have been thoughtfully planned by staff. Children's interests are of great importance at this nursery. Staff intertwine these into activities, which sparks children's curiosities and engagement. Subsequently, children sustain interest in their play. Staff know children particularly well, and as such, provide experiences that appropriately challenge their learning. For instance, staff support children to develop their small muscle skills and model the pinching movement of chunky tweezers. They provide gentle encouragement and praise as children keep trying. This supports children to persist, enabling them to develop a can-do attitude. This prepares them for future success.

Staff have high expectations of the children's behaviour. As a result, their behaviour is good. Relationships among children and staff reflect a positive and respectful culture that impacts positively on children's personal social and emotional development. Children benefit from consistent, well-planned routines that help them to understand what is happening next. Those that struggle to understand their own emotions are skilfully supported. Staff use a consistent but personalised approach to meet individual children's needs. Staff positively model interactions with others, providing support when needed, to help children resolve minor conflicts. As a result, children take turns, work together to problem solve and play harmoniously together.

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

• Passionate managers and dedicated staff put the needs of children first. Staff are well supported and able to access a variety of training opportunities to develop their own skillset, which is then cascaded to all staff. This has a positive impact on the quality of teaching that takes place and the outcomes for children. Managers have a clear vision that is understood and shared by all staff
• Staff carefully plan an ambitious, broad, and well-balanced curriculum. This is well sequenced throughout the nursery. They skilfully adapt activities to include all children's capabilities. Staff have high, but appropriate expectations of what they want children to learn. They know what skills they have already learned and what they need to learn next. As a result, children are well prepared for their next stage of learning.
• Staff use information from parents and their own ongoing assessments to personalise children's next steps in their learning. Staff are quick to recognise and respond when children may need additional support. They work closely with parents and other professionals to identify children's needs and provide effective, targeted support. Therefore, all children, including children with special educational needs and/or disabilities, make the good progress they are capable of.
• Children's independence is promoted well. For instance, they self-select their own cups and bowls for snack and pour their own drinks. Staff teach children some important self-care skills. For instance, they support children to wash their hands after using the toilet or before mealtimes. They gently remind them to use soap to wash away the germs. However, staff do not consistently reinforce good hygiene routines at other times, such as during messy activities. This does not fully support children to understand how to keep themselves healthy.
• Staff have a strong focus on communication and language. They provide opportunities for children to learn new words such as 'squeeze' and 'peel'. Older children are imaginative and hold their own back and forth conversations. Children gather to sing songs at group time, and excitedly join in with familiar phrases and actions. Staff engage in meaningful conversations with children that enthuse them. They ask open questions to provoke children's thinking, giving them time to pause, think and respond. As a result, children are confident communicators.
• Parental partnerships are an integral part of this nursery. Staff strive to be a fundamental support within the local community. They recognise all families are unique, providing tailored support and advice when needed. Staff also provide opportunities for children to be a part of the local community. For example, they visit local shops, the farm and nearby woodland areas. Parents speak highly of the nursery. They report their children make good progress and 'blossom' in self-confidence. However, staff do not make sure that all parents receive specific information about how to continue their children's learning at home. This does not fully support parents to be involved in extending their child's learning or ensure a consistent approach.
• Children have plentiful opportunities to practise their physical skills. They benefit from space to run, balance, negotiate space safely and access a various trikes and bicycles to ride. This develops children's core muscle skills. Children thoroughly enjoy more focused activities, such as mark making with chunky chalks and completing puzzles. This helps them develop the coordination and muscle control they need for early writing.

What the setting must and should do next

The provider should:

• strengthen hygiene practices so they are consistently embedded to promote the good hygiene of all children at all times
• strengthen information shared with parents so they can continue children's learning at home.