Little Explorers

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement The quality of education varies.

Managers plan and sequence the curriculum to help children build on what they already know and can do as they move up through the nursery. However, for some days every week, they move the pre-school children and staff from their room to share space with the two-year-old children. This is to meet the required staff-to-child ratios and qualification requirements.

They do not give enough thought to the impact of these inconsistencies on staff's ability to implement the curriculum. Staff recognise the impact of not having a consistent environment on some children's emotional security. For exam...ple, they ensure that they use the pre-school room on days when children with special educational needs and/or disabilities are present.

However, leaders do not consider how these changes have an impact on the ability of all the pre-school children to become confident, independent learners.Despite weaknesses in the organisation, overall children behave well. Children form secure bonds with staff and separate from their parents happily on arrival.

Activities, including group music and movement sessions, help children to learn social skills, such as taking turns and following rules. Practice in the baby room is consistent and babies benefit from meaningful interactions with caring staff. As a result, they flourish in their development.

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

The registered body failed to notify Ofsted of a change to the company's statement of purpose, which is now solely the provision of childcare. Due to this change, Ofsted need to be notified of those who make up the registering body. Also, Ofsted has not been provided with the name of a new nominated individual when the previous one left.

It is an offence to not notify Ofsted of such matters. However, since being informed at the inspection, the registered body is taking steps to provide all required information in the correct format, so that vetting can take place.Leaders meet regularly.

However, they do not check sufficiently on the quality of education in the nursery or on how well the nursery is meeting the statutory requirements. There are no systems in place to challenge and support managers to bring about improvements to the nursery provision. The manager does not allocate sufficient time to observing practice and developing a strategic view of what is happening.

Consequently, some requirements are not consistently met.Room leaders observe the practice of staff in their rooms. Their observations are beginning to feed into staff's individual supervision meetings with the manager.

However, the training identified and arranged for staff is mainly related to safeguarding, for example, child protection, fire safety and medicine administration. Staff do not get the support, training or coaching they need to improve.The key person system is developing well.

Staff plan for each child in their key group, so some learning takes place. They focus on developing children's speaking skills and their self-care skills, such as toileting and handwashing. Staff are also steadily improving the way they adapt group activities to better meet the needs of the children taking part.

However, they do not focus sufficiently on what children are to learn when planning and resourcing experiences, to help children learn the most from them.Parents' views have recently been sought through questionnaires and these are being considered. Staff speak with parents daily and send observations and photos electronically every week.

This helps to keep parents informed about children's development so that they can continue to support them at home.Children attend from a wide range of cultures with some families living in England on a temporary basis while parents are studying. Staff support children to recognise the similarities and differences between themselves and others.

Children make decorations for their room at Eid and have a party. They make cards and create pictures of candles at Hannukah. They dress up at Halloween and look at videos of firework displays and create their own artwork for Bonfire night.

Children are well prepared for life in modern Britain.Children enjoy good opportunities to be physically active. Babies have ample space to crawl.

Staff help babies to develop good hand-to-eye coordination and arm movements in a range of interesting ways. Babies enjoy the sensory feel of cereals, such as cornflakes, bran flakes and rice crispies. They throw balls at a web made of sticky tape.

Older children move different parts of their body during action songs.

Safeguarding

The arrangements for safeguarding are effective.Staff renew their safeguarding training regularly to keep their knowledge refreshed.

They have clear procedures to follow if they have concerns about a child's welfare. Information on a wide range of topics is displayed and available for staff and parents to support their health and safety and that of children.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date ensure all directors supply information to Ofsted to allow checks to be carried out on their suitability to fulfil the requirements of their roles 28/12/2023 ensure leaders have better oversight of the provision, to improve access to more robust coaching, supervision and training for the manager and staff, helping them to fulfil the responsibilities of their roles, improve their practice and strengthen their teaching skills 28/12/2023 organise space and deploy staff effectively to meet the emotional and learning needs of all children 28/12/2023 ensure staff focus more precisely on what children are to learn when planning and resourcing experiences both routine and planned.

28/12/2023