Little Explorers - Stonham Aspal

Inclusion: Expected standard

Leaders have high expectations for all children and place a clear value on inclusion. They identify children's individual needs quickly and use a graduated approach to plan appropriate support. Room leaders and key persons understand children well and can describe the strategies used to help them make progress from their starting points.

Staff feel well supported by leaders and colleagues when meeting the needs of children with more complex needs. Children who are known, or previously known, to children's social care are supported sensitively. Parents report that they work closely with leaders and key persons and that staff respond carefully when children's needs change.

Leaders use additional funding, including early years pupil premium funding, to provide resources and targeted support that help reduce barriers to children's learning and wellbeing. For example, leaders ensure that children with restricted mobility can access the setting and participate in all areas of learning alongside their peers successfully. Parents are aware of the funding in place for their children, and leaders consider the impact of this support through children's next steps and ongoing progress.

Curriculum and teaching: Expected standard

Leaders plan a play-based curriculum centred on children's interests, confidence and enjoyment. They prioritise children's personal, social, emotional and physical development, helping children become happy, confident learners who are well prepared for the personal and social aspects of school. Staff know children's next steps and use these to inform planning. Staff interact positively with children, offering praise and encouragement, and generally support communication and language well.

In the baby room, staff respond sensitively to verbal and non-verbal communication. Children's physical development is supported through opportunities to climb, ride and balance, including equipment in the babies' dedicated space. However, some activities could be strengthened by ensuring staff are consistently clear about the intended learning and how children will be supported to achieve it. In some activities, staff do not help children understand what they want them to achieve and model language that helps children make meaningful links in their learning.

Children with special educational needs and/or disabilities, and those who face barriers to learning, are supported to access the curriculum through appropriate adaptations to resources, routines and the environment.

Achievement: Expected standard

All children, including those with special educational needs and/or disabilities, those who are previously looked after and those who face barriers to learning, benefit from a broad, personalised curriculum. Children generally achieve well from their starting points because their next steps are identified and reflected in daily experiences. Children develop personal, social and emotional skills as they show kindness, respect and consideration for others. They play cooperatively and listen well for their age. Babies and young children develop increasing independence as they feed themselves, use cutlery and explore the environment with growing confidence and resilience.

Children can practise and build on what they already know and can do through a range of opportunities throughout the day. They develop communication, confidence and independence through play, routines and positive interactions with adults. Children are developing the skills and knowledge they need for future learning and school readiness.

Behaviour, attitudes and establishing routines: Expected standard

Children show an active interest in playing and learning. They benefit from staff who know them well, listen to them and respond to their interests. For example, the outdoor area was enhanced with litter pickers and recyclable materials after parents shared children's interests from home. Children develop warm and trusting relationships with staff, which helps them feel safe and emotionally secure.

Leaders promote attendance appropriately so that children make the most of their time in the setting. Children follow familiar routines and understand what will happen next. This contributes to the calm and settled atmosphere across the setting. Behaviour is typically positive. Staff notice when children are tired, hungry or unsettled and respond sensitively. They use gentle reminders, reassurance and redirection to help children manage their behaviour in ways that are appropriate for their age and stage of development.

Children are taught to be kind, respectful and accepting of difference. They learn to take turns, play cooperatively and consider others' needs. Children's personal care routines are managed sensitively, and they are given choices and encouragement to try things for themselves. As a result, children develop positive attitudes, confidence and a secure understanding of routines.

Children's welfare and wellbeing: Expected standard

Children benefit from a warm and welcoming environment where their welfare and wellbeing are prioritised. They develop secure relationships with their key person and wider staff, which helps them feel safe, settled and valued. Children have access to thoughtfully curated resources and activities both inside and out, which are organised and adapted flexibly to meet individual needs on a daily basis.

Children's individual and care needs are met thoughtfully. Personal care and hygiene routines are managed sensitively and in response to children's needs, rather than through fixed schedules. Children are encouraged to develop independence during handwashing, toileting, feeding and mealtimes. They are offered healthy and nutritious food and are supported to make appropriate choices during snack and lunch routines. Staff talk to children about healthy food choices in age-appropriate ways and encourage children to try new foods.

Children, including those with special educational needs and/or disabilities, are supported to feel included and accepted by adults and peers. Staff promote a calm atmosphere in which sensitive interactions are prioritised. As a result, children's physical, emotional and personal wellbeing is supported effectively.

Leadership and governance: Expected standard

Leaders understand the context of their setting and place children's wellbeing at the centre of decision-making. Leaders have established a positive team. Staff feel valued, supported and able to raise concerns or seek advice. Staff report that they enjoy working at the setting and appreciate the flexibility leaders provide to support their wellbeing and family responsibilities.

Leaders support staff development appropriately through online training, supervision, informal discussion and check-ins. However, evidence from some activities shows that staff are not yet consistently clear about the intended learning they want children to gain. Leaders should now strengthen professional development so that all staff can plan and deliver activities with a clearer focus on what children are expected to learn.

Leaders have begun to identify relevant priorities for improvement. However, their analysis of strengths and areas for development is not yet detailed enough to identify the most specific priorities for improving teaching, curriculum delivery and parental understanding of the curriculum.

Systems are in place to ensure all staff receive training such as safeguarding and paediatric first aid. Regular communication with parents is prioritised, and leaders have identified this could be strengthened by ensuring parents have a better understanding of the curriculum.