Mini Explorers Crabtree Ltd

Inclusion: Expected standard

Children demonstrate a sense of belonging at this warm and inclusive setting. Leaders gather detailed information from parents to understand children's backgrounds and starting points. Staff use observations and assessments well to monitor children's progress and identify any emerging gaps. Where gaps are identified, staff implement targeted support through individual learning plans to help reduce barriers and meet children's individual needs. They adapt teaching, routines and environments so that all children can fully participate. These inclusive practices help children feel secure and learn alongside their peers.

Designated staff receive guidance and training to strengthen their understanding of supporting children with special educational needs and/or disabilities. Leaders support staff to adapt their teaching to remove barriers to learning. They work with families to understand children's needs and review support. In addition, they work in partnership with external professionals to shape strategies and experiences. Leaders support children known or previously known to social care. They liaise with relevant agencies to help ensure children's safety, wellbeing and continued progress.

Leaders demonstrate a clear understanding of the needs of children from service families. They provide additional emotional support for children whose parents are deployed. For example, children are supported to write letters and draw pictures. This helps them prepare for separation and maintain connections with their parents. Leaders use additional funding thoughtfully to support disadvantaged children. Home story sacks help to extend learning beyond the setting and promote learning at home. Leaders evaluate the impact of funding spent to ensure it supports children's engagement, confidence and development over time.

Curriculum and teaching: Expected standard

Staff use assessment well to identify children's next steps. They adapt teaching practices to support children's individual needs, including children with special educational needs and/or disabilities and those who face barriers to their learning. For example, the effective use of sing and sign supports children's understanding and communication. Leaders have begun to review the organisation of the toddler's room to ensure the environment fully supports children's learning. At times, the busy layout means some children do not sustain their learning as well as they could. In addition, staff deployment in the outdoor pre-school area is not yet consistently effective. On occasion, not all children receive interactions to support their learning due to the size of the area.

Overall, leaders have a secure understanding of the curriculum and the quality of teaching. The curriculum is typically well designed and covers the 7 areas of learning. It reflects the unique farm environment, providing opportunities for children to explore and learn from the natural world. For example, children regularly visit and help care for the farm animals, developing a sense of responsibility. Staff prioritise children's language development through daily songs, stories and a 'book of the week' focus. Children's early mathematical skills are supported through everyday experiences, such as counting how many legs ladybugs have. Children spend much of their time outdoors running, climbing and exploring the farm, developing their physical skills. Children's personal, social and emotional development is supported well as they build relationships and learn to manage their feelings.

Achievement: Expected standard

Children, including those with special educational needs and/or disabilities, those known or previously known to social care and those who face barriers to their learning, make secure progress from their individual starting points. They develop secure knowledge and skills across the curriculum. Children show motivation to learn and engage confidently in their play. They share their ideas and explore the environment with confidence. Children take pride in their achievements, such as when they work out how to build a tall tower with play bricks without it falling over. This supports their resilience and perseverance.

Children develop secure communication and language skills. They listen attentively, express their thoughts clearly and use a growing range of vocabulary during play. Typically, children engage well in activities and sustain their involvement. This supports their readiness for their next stage of learning and eventual move to school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff create a positive environment where kindness, respect and clear expectations for behaviour are promoted well. Staff act as positive role models and support children to behave well and show consideration for their friends. Children are settled and confident and engage positively in their play and learning. Staff effectively adapt their interactions according to children's ages, stages of development and individual needs. For example, they use emotion cards, books and conversations to support children's understanding of behaviour and the feelings of others.

Warm and trusting relationships between staff and children help create a secure environment where children feel valued and supported. Children seek comfort and reassurance from familiar staff and develop secure attachments. These positive relationships support children's emotional wellbeing and confidence. Children build friendships and enjoy playing alongside one another. They learn to share, take turns and cooperate during play. These experiences help children develop positive attitudes to their learning.

Leaders work closely with parents to promote good attendance and punctuality. Parents are welcomed into the setting for stay-and-play sessions and encouraged to contribute to children's experiences. This helps children benefit fully from the opportunities provided.

Children's welfare and wellbeing: Expected standard

Children's welfare and wellbeing are placed at the heart of this setting. The environment is calm, safe and welcoming, helping children feel secure. Staff gather detailed information from parents and use this to provide responsive care for all children. An effective key-person system enables staff to build secure relationships with children from the outset. This supports children to settle quickly and develop a strong sense of belonging. Daily routines, such as sleeping, weaning and feeding, are well organised and tailored to children's individual needs, supporting their health and emotional security. However, hygiene routines for younger children are not yet implemented consistently, in particular, handwashing after outdoor play when children have muddy hands. This does not fully support children to develop a secure understanding of good hygiene practices.

Staff support children to recognise and express their emotions. For example, visual prompts are used to help children talk about how they feel. Children begin to manage their emotions and develop resilience in social situations. Children understand expectations for keeping safe. For instance, they follow routines for safe walking when moving around the farm. Children stand still as 'scarecrows' when cars pass and know to apply sun cream in warm weather.

Staff support children to lead healthy lifestyles. Children enjoy much of their day outdoors, developing physical skills and a love of the natural world. The food provided is nutritious and balanced, including produce grown at the setting. Children learn about growing and preparing food, supporting their understanding of healthy choices.

Leadership and governance: Expected standard

Leaders have a clear understanding of the setting's strengths and areas of development. They identify priorities and implement action plans to improve practice. For instance, leaders have supported staff to develop children's communication and language skills during everyday interactions. Leaders regularly review progress and take timely action where improvements are needed. Decisions made are in the best interests of all children. Appropriate support is put in place to help children overcome barriers to their learning and wellbeing.

Those responsible for governance have a clear oversight of the setting. They work closely with leaders and provide ongoing support. Leaders promote positive partnership working with parents. For example, they hold twice-yearly parent evenings and regular stay-and-play sessions. Parents praise the daily photos and updates shared on an online app. They say how much their children love to come each day and the progress they have made since starting. This supports a consistent approach to children's development.

Leaders place a high priority on staff wellbeing and workload in their decision-making. They provide opportunities for staff to share their views through regular team meetings and supervisions. Staff attend a range of training to support improvements in practice. For example, recent training in behaviour management has been implemented well. Staff feel well supported in their roles and describe the setting as a 'great place to work'.