Small Explorers Limited

Inclusion: Expected standard

Typically, children with special educational needs and/or disabilities (SEND), and any other barriers to learning, benefit from an inclusive environment. Leaders make reasonable adjustments and tailor support to ensure that children access the full curriculum and progress well. Leaders promote staff training regularly. This helps them to support children with SEND efficiently. For example, they offer targeted language sessions while waiting for professional support. Children who speak English as an additional language are equally supported well and staff recognise and support their home languages in the setting.

Parents share positive feedback of their children's experiences and of the thoughtful adaptations that staff make to better include some children. Leaders have a secure understanding of how to support children from disadvantaged backgrounds. They regularly review how additional funding is spent, to remain responsive to children's changing circumstances. Leaders engage well with local authority professionals and use their knowledge to ensure that all children receive early targeted support.

Curriculum and teaching: Expected standard

Leaders have created an ambitious curriculum that supports children to recall what they have previously learned and build their knowledge over time. Staff know children well and typically use their developing interests to test their understanding. However, this approach is not fully consistent in extending children's knowledge. Overall, leaders and staff assess children's progress and development well. Staff typically support children's developing language skills well, for example, through the use of thought-provoking questions. They also explain their own thinking to children. Children with special educational needs and/or disabilities experience a curriculum that incorporates their individual targets and strategies into activities. For example, staff adapt teaching in the moment by inviting children with social communication delays into small group activities. They plan focused-language group sessions to support children with any speech delays.

Staff effectively support children to develop a love of books. Children tell stories using role-play props. They show confidence to lead their play and invite others to join them. Leaders ensure the curriculum for mathematics is taught well and staff incorporate maths ideas into play and routine tasks. For example, they count during cooking activities and compare size as they roll and manipulate play dough. Children benefit from the focus placed on promoting their physical development. They develop their hand-eye coordination as they draw and use knives safely. Outside, staff provide children with a range of equipment which they use with increasing control and coordination. For example, children take age-appropriate risks and develop spatial awareness as they use balance bikes and climbing apparatus.

Achievement: Expected standard

Children generally achieve well from their starting points across all areas of learning. They are increasingly independent and confident. Children dress themselves and complete hygiene tasks well. They proudly choose their favourite songs during group times. Children are confident communicators. They share their needs and wants well with staff. This includes children with special educational needs and/or disabilities and any barriers to learning, who equally are growing in their social and communication skills.

Children develop secure knowledge and skills to support them in the next stages of their learning, including school. They share and take turns with ease and learn to manage their feelings well. Children show high levels of engagement and concentration in activities. They are inquisitive as they point and count what they can see in the environment. They recall knowledge appropriately and share similar stories to their peers during discussions.

Behaviour, attitudes and establishing routines: Expected standard

Leaders create a welcoming, calm environment which contributes to children's positive behaviour. Typically, they ensure that routines and expectations for children are understood well. Children delight in completing routine tasks and transition between them with ease. For example, they help to set up tables and tidy up before going outside. Children learn to manage their own safety and understand rules that keep them safe. For example, they line up and wait by the steps. Leaders create safe spaces for children to relax and regulate their feelings. Children have developed firm friendships with peers and show growing confidence in social situations.

Children behave well and follow simple instructions. Staff use gentle reminders to maintain high expectations, including using manners at appropriate times. Relationships with staff are respectful and warm. They communicate with children at their level and provide consistent praise and encouragement. Children typically respond well to this approach, which further encourages their resilience. Leaders collaborate with parents to ensure that punctuality and attendance is monitored effectively. They have stringent procedures to follow up absences, which supports children's wellbeing.

Children's welfare and wellbeing: Urgent improvement

There are weaknesses in the arrangements to ensure the suitability of staff who have unsupervised access to children. Leaders have not taken appropriate action to mitigate risk and harm to children and, therefore, children's safety and wellbeing is not assured.

Leaders and staff have established positive bonds with children. Children reach out to them for cuddles if they need reassurance. Staff and children enjoy sharing stories together. Leaders create a welcoming environment where children are supported to recognise and manage their emotions.

Staff encourage children to complete personal hygiene tasks. Children show pride as they independently use the toilet and wash their hands. They are supported to rest, and sleep practices are managed effectively by staff. Children are taught about the benefits of the healthy foods they eat through discussion and activities. They regularly help to prepare lunch during group activities and staff encourage children to try new fruit and vegetables.

Children are physically active everyday and have free-flow access to the outdoor space. Staff closely monitor children's risky play. This supports children's confidence in using balance bikes and climbing steps to use slides.

Leadership and governance: Urgent improvement

Leaders do not have effective oversight of the setting and the lines of accountability are unclear. They do not ensure that staff have appropriate vetting and monitoring checks in place to ensure that they are suitable to work with children. This means that staff whose suitability has not been determined have unsupervised access to children and this has been persistently unnoticed. This does not promote children's welfare and safety. Leaders do not have a clear understanding of their statutory duties. When information about staff's suitability becomes available, they do not take appropriate action to mitigate risk or harm to children. This impacts the setting's overall safeguarding culture.

Leaders have established positive relationships within the local community and work closely with parents. They take on board their suggestions to make continuous improvements at the setting. Leaders ensure that staff receive appropriate training and promote further professional development, such as obtaining recognised qualifications. Leaders consider staff wellbeing and have effective strategies to promote this. Staff also report they feel well supported.