Mini Explorers Childcare

Inclusion: Strong standard

Leaders and staff make an awe-inspiring impact on the wellbeing and welfare of children with special educational needs and/or disabilities, those facing barriers to learning, or children with a social worker. For example, staff take very swift action to support children by observing, assessing and working closely with other agencies. They involve parents and carers at all stages and signpost them when needed to organisations that can help meet their children's needs. Staff ensure inclusive practice by adapting activities carefully so that all children can take part. Staff develop targeted plans so that learning is well planned and specific to each child's needs. They attend training to deepen their knowledge and ensure they can support children to make the best possible progress.

Leaders use additional funding highly effectively to meet children's individual needs. For example, they provide toilet-training bags with guidance for parents, purchase sensory resources to support exploratory learning, and provide specialist equipment so all children can access activities and experiences.

Leaders and staff know the local community well and understand the challenges that can impact on children's learning and development. Leaders are committed to supporting all children, including those known to social care. The partnership with parents is exemplary. A deep level of trust has been created between parents and staff. This enables staff to provide the care and support that children require to thrive.

Curriculum and teaching: Expected standard

Leaders have a secure understanding of the quality of the curriculum and where they can support staff to enhance what they offer. For example, leaders are committed to ensuring staff access training and support to improve their practice and skills. They prioritise support for staff to take additional qualifications to improve knowledge and understanding. Staff encourage children's learning and understanding through carefully planned activities. However, staff do not consistently adapt some activities to the changing needs of the children to ensure their preferred learning styles are considered. Staff teach children about who and what keeps them safe. Children learn about who are safe strangers and who are unsafe strangers. They learn what is safe to touch, such as clothes and toys, and what is not, such as glass and knives. Staff teach children about road safety and the meaning of the colours on traffic lights. This helps children learn how to keep themselves safe.

Staff prioritise children's language and literacy skills effectively. Babies enjoy listening to stories and exploring the textures and smells of flowers, which support their engagement and focus. Older children describe what the hungry caterpillar eats and discuss their own likes and dislikes. Staff ensure that children who have special educational needs and/or disabilities have access to an ambitious curriculum tailored to their individual needs. Staff are patient and calm in their approach, effectively supporting children's personal and social skills.

Achievement: Expected standard

Children are provided with activities and experiences to support their development of age-appropriate skills across all areas of the curriculum. They successfully learn about their friends and their different families. This supports their understanding of others and their local community. Children with special educational needs and/or disabilities have tailored support to enable them to make positive progress from their starting points. For example, children develop their communication skills effectively, learning to hold conversations and to make their needs known successfully.

Children develop positive bonds with their key persons, who know their children very well and help families access a range of external expertise to help reduce barriers to children's learning. This ensures children receive the necessary support to reach developmental milestones successfully. Children develop into confident communicators and are suitably prepared for their next learning stage effectively. For example, children develop friendships and positive personal and social skills. They demonstrate that they know and understand the rules and routines of the setting well, which will support them when they transition to school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff create a warm and calm environment and give clear and consistent expectations for children's behaviour, taking account of children's age and stage of development. Children typically behave well, showing respect for each other and staff. Relationships between staff and babies are sensitive and nurturing, helping the youngest children to feel safe, secure and comfortable. For example, staff use baby slings and wraps to keep children close and support the positive bonds and emotional wellbeing of babies. Staff encourage turn-taking and cooperative play, effectively supporting children's personal and social development.

Staff are consistent in teaching children about keeping safe. They remind children to walk indoors and remind them about appropriate behaviour when they forget. Staff help children learn to share and take turns with their friends and ask for help when required. For example, children request support to squeeze the toothpaste on the brush. Staff demonstrate this and encourage the children to do this independently, offering encouragement and praise when they achieve this.

Leaders promote the importance of punctuality and attendance. Parents are familiar with the nursery's procedures and know to report a child's absence. When prolonged and inconsistent attendance occurs, leaders and staff act swiftly to identify the reasons and offer solutions to ensure children attend regularly.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are prioritised at every level. They receive warm, responsive care that helps them feel safe, secure and valued. Babies benefit from sensitive settling routines. Staff provide respectful nappy changing and safe sleep practices. Staff know children exceptionally well and respond quickly to their needs. They develop strong and loving bonds with all children. The setting's key-person approach enables staff to continually meet each child's learning preferences and needs.

Staff create a mixture of environments where children find calm and quiet, along with more lively areas where they enjoy running, balancing and water play in the fresh air, which helps to develop their physical and coordination skills. Outdoor learning contributes significantly to children's wellbeing. Children enjoy walks in the park and trips to the beach. They access forest school activities which helps children develop resilience, confidence and a connection to the natural world.

Children show high levels of wellbeing, confidence and emotional security throughout the day. Children who face barriers to their learning, those with special educational needs and/or disabilities and those who are known to social care have their welfare needs met with the utmost care and sensitivity. Leaders are tenacious about improving outcomes for all children regardless of their backgrounds.

Leadership and governance: Strong standard

Leaders ensure that a culture of high expectations and professionalism is embedded across the setting. They know the context of the setting and the characteristics of the children well. All children, including children with special educational needs and/or disabilities and those who face barriers to learning, are supported to make swift progress from their starting points.

Leaders establish highly effective partnerships with outside agencies and other professionals. They know the local community well and understand the challenges that can impact on children's welfare and wellbeing. The support they receive ensures that families feel confident and reassured, and children's progress is maximised. Leaders support staff to carry out their roles. They precisely identify staff's strengths and areas for development, and support them in gaining expertise. Leaders embed a culture of continuous improvement, in which everyone understands the setting's ethos and how they want children to thrive. Staff are happy and feel supported in their roles. They are ambitious for children's outcomes.

Parent partnerships are inspiring, and communication is highly effective. Leaders are extremely proud of their partnerships with parents and the support that they offer to families. Staff attend training alongside parents to help them understand their child's developmental needs and provide a consistent approach across the setting and home.