Little Explorers Whitehaven

Inclusion: Strong standard

Leaders have embedded a highly successful whole-setting approach to inclusion, ensuring that children with special educational needs and/or disabilities and those facing barriers to learning and/or wellbeing access the whole curriculum and participate fully in setting life.

From the start, staff gather detailed information to provide effective support and identify gaps in learning. Personalised health and education plans clearly identify individual needs, targets and strategies. Rigorous assessment, implementation and review ensure that support remains responsive, with strategies adapted promptly, so children receive the right support at the right time. Leaders and staff work closely with health and education professionals, making timely referrals and consistently implementing advice and guidance to secure positive outcomes.

Staff plan highly effective, safe and inclusive experiences that broaden learning, deepen understanding and develop confidence, curiosity and engagement. For example, sensory experiences, including exploring different textures, are thoughtfully adapted for children who find them challenging. This removes barriers to participation and wider learning. As a result, children confidently communicate their needs, engage fully and develop knowledge and skills across the curriculum. Typically, children make ongoing progress from their individual starting points and develop the knowledge, skills and confidence they need to be well prepared for their next steps in learning.

Leaders use additional funding strategically and purposefully to remove barriers and broaden children's learning and social opportunities. For example, visits to the harbour to see large ships provide memorable, enriching experiences for children who may not otherwise access them. Families feel highly valued as active partners through regular communication, shared reviews and collaborative planning. Parents value the personalised strategies and next steps shared with them, helping them support their child's learning and development at home.

Curriculum and teaching: Expected standard

Leaders are committed to providing a high-quality, inclusive curriculum that supports children to make ongoing progress and achieve well. Leaders and staff have designed a curriculum that supports progress across all areas of learning. Leaders have a clear, reflective understanding of curriculum and teaching. They spend time in rooms, observing practice and children's experiences to identify priorities for improvement. Staff typically understand what children need to learn and how best to teach it, adapting their approach and providing appropriate challenge. However, occasionally, staff do not apply this knowledge consistently. For example, during a group mark-making activity, very young children were included in an experience beyond their developmental stage. As a result, the activity did not build on their physical development or provide an appropriate foundation for their next steps. Leaders recognise the need to strengthen coaching and mentoring to build on existing practice and support children to achieve more.

Staff know children well and typically recognise what they can do and what they are ready to learn next. Communication and language are prioritised throughout the day. Staff provide language-rich interactions through stories, singing, narration and open questions, supporting vocabulary, understanding and confidence. Staff adapt activities and provide focused support, so children can participate. Visual prompts, familiar routines and songs support transitions and positive behaviour. Children develop mathematical understanding as they compare quantities and use mathematical language during routines and play. Children spend time outside in the fresh air. Staff support them to develop physical skills, confidence and independence as they take on challenges and learn to manage risk, gradually reducing support. As a result, children develop knowledge, skills and confidence and are well prepared for their next stage of learning.

Achievement: Expected standard

Generally, children achieve well from their starting points. Children show high levels of curiosity in their play and are active learners. They choose and follow their own interests and ideas, making decisions about their learning as they build on, practise and refine what they already know and can do. Gaps in all children's learning are closing consistently and, at times, quickly, particularly for children with special educational needs and/or disabilities. All children gain skills that will prepare them for their move on to school. Older children develop their motor skills effectively, building their strength and coordination on the equipment in the garden. They practise using tools to mix materials and make marks with chalks, showing increasing control and dexterity. Babies excitedly toddle about, inspired by the stimulating environment and grin broadly, eager to play.

Behaviour, attitudes and establishing routines: Strong standard

Relationships between staff and children are a significant strength. Staff provide warm, highly responsive care, maintain consistent routines and have high expectations for behaviour. As a result, children separate confidently from parents, transition calmly between activities and show strong self-regulation and sustained engagement in learning. They confidently choose resources, lead their own play and engage enthusiastically in adult-led activities. Babies smile at each other and copy movements during songs, while older children share large blocks as pretend Christmas presents and joyfully sing Christmas songs, even though it is summer. Children show kindness, empathy and respect as they share, take turns, listen to others and value their friends' company.

Staff use consistent, sensitive and effective approaches to help children understand and manage emotions. They talk openly about feelings, acknowledge emotions and teach strategies, such as deep breathing, to help children feel calm and regain control. Children manage frustration, persevere when things are difficult and take pride in their achievements. This builds resilience, confidence and positive attitudes to learning.

Leaders and staff promote inclusive practice, so all children feel valued, participate fully and build positive relationships. Through everyday experiences and community visits, children learn to respect similarities and differences as they meet new people and learn about the world. They develop empathy, cooperation and respectful attitudes towards others. Leaders monitor attendance rigorously and work closely with families to identify and address barriers to attendance. This helps children establish consistent routines, attend regularly and benefit fully from learning and social experiences.

Children's welfare and wellbeing: Expected standard

Leaders place children's welfare and wellbeing at the heart of the provision. Staff work closely with parents and carers to understand children's needs and maintain consistent routines. Face-to-face communication and the setting's app support continuity. Staff provide warm, responsive care, offering comfort and affection when children feel tired, hungry or overwhelmed. Children seek cuddles, enjoy stories and invite their key person and familiar adults into play. These secure relationships help children feel valued, develop a strong sense of belonging and thrive.

Staff follow healthcare plans carefully, recognise changing needs and act promptly. Leaders follow safe sleep guidance, providing babies and toddlers with suitable sleep arrangements and close supervision. Staff understand children's dietary needs, including allergies and intolerances, helping them remain safe and included.

Staff support children to develop independence in personal care. Children wash their faces and wipe their noses while checking themselves in a mirror. Older children increasingly manage toileting independently, with staff reinforcing privacy and praising their efforts. However, staff do not consistently introduce these important life skills when younger children show readiness, such as handwashing after nappy changes. This limits opportunities for them to build independence.

Staff help children manage risks through discussion and first-hand experiences. As children climb and explore, staff encourage them to consider where to place their hands and feet, helping them make safer choices. Staff promote healthy lifestyles by discussing healthy food choices. For example, children talk about why fruit is good for them. Children confidently choose and pour their own drinks, developing coordination, independence and confidence. These everyday life skills support children's growing self-reliance and help prepare them for school.

Leadership and governance: Expected standard

Leaders and those responsible for governance provide clear strategic direction and strive to give children the best start in life. They understand the setting's context well and work closely with local authority advisers to evaluate practice and identify clear priorities. They typically take effective action to drive improvement and maintain high standards.

Leaders prioritise staff's wellbeing. Staff speak highly of the supportive culture, feel valued and say leaders respond to workload pressures. Overall, leaders provide supervision and professional development that reflect staff's interests and children's needs. However, the quality of teaching is variable. Leaders do not provide those staff that would benefit with targeted mentoring, coaching and training to build their knowledge and confidence; thereby, further supporting positive outcomes for children.

Leaders have high expectations for all children and promote a strong culture of inclusion. Staff adapt learning effectively for babies and children, including children with special educational needs and/or disabilities. Partnerships with parents are a notable strength. Parents say staff listen to their views, value their contributions and provide helpful support. Staff share detailed feedback, provide guidance on learning through play at home, signpost families to services and support transitions. Leaders also engage with the local community through Family Hub links and support families to access dental care. This collaborative approach supports positive outcomes for children.