Mini Explorers Play School Ltd

What is it like to attend this early years setting?

Staff greet children warmly as they arrive at this 'home-from-home' pre-school. Children are eager to join in with the stimulating activities that staff provide for them. They investigate fun resources using all their senses. For example, children squeeze limes into water, tear up herbs to make 'soup' and add spices to make 'smelly' balls of dough. Staff talk to children as they play, introducing new vocabulary, such as 'absorb', to describe what is happening. They clearly explain the meanings of words, for instance saying it is 'soaking up like a sponge'. Staff take every opportunity to stimulate children's thinking, creativity and imaginations as they play.

Staff show extremely high expectations of children's behaviour. They are consistently positive role models. When older children prepare to explore an area of the forest, staff help children to recall the rules for playing safely. Children practise responding quickly to staff when they shout for them while they play hide and seek. Staff respond immediately when children need support to resolve minor conflicts. This helps children to practise cooperating with each other. Staff set timers for children to take turns at their favourite activities, such as swinging peacefully in hammocks strung between trees. Children cuddle together and willingly share their experiences with their friends. They show great kindness. For instance, children help each other by holding back brambles with their 'safety spy' clipboards so that everyone can pass by without getting scratched. Staff use the 'safety spy' role to enable children to identify risks for themselves.

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

• Leaders are passionate about the outstanding care and education at this inspirational pre-school. They reflect constantly on the quality of provision and identify ways to make improvements. For example, leaders have enhanced the curriculum to support younger children even further. One example of this is when younger children learn 'affirmations', such as 'I am brave, I am kind, I am strong'. They repeat these with staff during group time.
• Long-standing staff get to know and nurture children very well. They show great care towards children and their families. Staff make considerable efforts to adapt teaching to meet the needs of individual children. The impact of their dedication is clear in the rapid progress made by all children.
• The pre-school's curriculum is carefully structured and strongly promotes children's confidence, emotional well-being and independence, in preparation for their future learning. For example, staff focus on developing strong and loving bonds with younger children to help them to settle quickly. Older children feel valued as they help to 'reset' the play environment before they move on to the next stage of their routine. They press a buzzer if they need support with toileting, which promotes their privacy and self-care.
• Support for children with special educational needs and/or disabilities is exemplary. Staff swiftly identify any gaps in children's learning. They work tirelessly with parents and other professionals to address these. Leaders use additional funding innovatively to support children's individual needs, such as providing holiday sessions.
• Staff support the development of children's communication and language and early literacy skills highly effectively. They constantly talk with children, sing songs and read familiar stories in lively tones. Staff weave interesting new vocabulary into children's play. For example, they talk about animals' 'habitats' and how they 'camouflage' themselves, after sharing a book about other countries. Children look at books independently, including in the forest.
• Parents and carers say they know in detail about their children's learning and development. Staff provide frequent updates online, through daily discussions and in regular meetings. They gather extensive information from parents when children start at the pre-school. They use this to plan highly effectively to follow their interests. Parents say children 'flourish' and that their 'confidence soars'.
• Children develop impressive levels of physical skills and strength. Staff supervise younger children closely, such as when they move up and down safely on a wooden frame in the playroom. They encourage older children to solve problems for themselves while attempting to climb a 'spider's web' of ropes in the forest. Staff demonstrate how to use their knees to balance and arms to pull themselves up.
• Leaders support staff to progress their skills continuously. Staff share new knowledge across the pre-school. For instance, they work together to provide additional quiet areas for children, outdoors as well as indoors, after training in emotional well-being. Leaders also promote staff's well-being strongly. One example of this is when leaders and staff complete supervision meetings during forest walks. Staff recognise that they, as well as children, benefit hugely from outdoor activities.