Little Explorers Nursery and Pre-school Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Since the last inspection, the leadership team and staff have worked closely with the local authority and other professionals to successfully address all actions. This has a positive impact on the experiences children now receive.

Children happily move around the newly designed environment and demonstrate that they feel happy and safe. Babies build secure attachments as they cuddle into their key person when settling to sleep. Children are eager to get stuck into their chosen activities.

Older children develop good physical skills as they create large construction models using a range of heavy materials, such as wooden... planks and tyres. They show a good understanding of problem-solving skills as they work together when larger items are too heavy for them to manage alone. Younger children are fascinated to explore the hidden gems in the sandpit.

They show pride and smile as they share the objects they have found.Children spend long periods of time being imaginative in the homely role-play area. Older children practise chopping skills as they use cutlery to chop vegetables, while closely supervised by engaging staff.

Children behave well. They understand the rules and boundaries for the setting.

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

Leaders have high expectations and are striving to continue to enhance aspects of the nursery.

They have updated their knowledge of child development and now have a vision for what skills and knowledge they want children to gain at the nursery. Leaders provide staff with additional training, coaching and hands-on support to develop their practice. This has a positive impact on the quality of interactions that staff offer children.

Staff are positive about the changes and the additional support they receive. They are empowered to make changes to suit the needs of their key children. These changes result in a conducive learning environment for children.

Older children show good concentration skills when making 'cakes'. Staff enhance children's learning through listening and expanding conversations. They are skilled to include mathematical language as children decide how many cakes they are making.

At times, some activities on offer for older children are not maintained well enough by staff and lack challenge. They therefore become less meaningful and inviting to children.A new method of planning has been introduced, which incorporates children's interests and next steps in learning.

Pressure for staff to complete paperwork has been reduced, promoting their quality time working with children. Babies are keen to initiate interactions with their key person, which are encouraged. For example, babies hide behind fabric and giggle as they play peekaboo with their key person.

This supports positive communication and language skills.Children build secure attachments with staff, particularly those children with special educational needs and/or disabilities. Staff understand and value children's unique ways of learning and adapt their teaching to support individuals.

Staff use assessments to review any gaps in children's learning. These are discussed and monitored by leaders. Staff work closely with outside agencies, which helps children have the ability to meet their full potential.

However, at times, when key people change, they do not always have a full picture of the overall child. This can hinder their knowledge of experiences children have had.Children's daily routines are uninterrupted and allow children to be fully immersed in their learning.

Children gather round together to join in with singing time and listen to familiar stories. Staff consider what each child is doing before they invite them to have their toileting needs cared for.Staff have high expectations of children's behaviour and provide gentle reminders when required.

Older children are starting to understand how their actions could make others feel.Parents provide positive feedback and have noticed a visible difference to the nursery and the feedback they receive. They comment that their children are excited to talk to them about the fun activities they have been taking part in.

Parents receive much more information about their children's development, which helps them to feel part of their child's nursery journey.

Safeguarding

The arrangements for safeguarding are effective.There are now effective risk assessments in place to ensure that children are safe in the outdoor area.

Changes to the layout of the garden have been made to facilitate effective supervision of children. Staff are deployed well to ensure children's safety. Leaders have a secure knowledge of their safeguarding responsibilities.

Staff are fully aware of the nursery's safeguarding policies and procedures. They know how to recognise if a child could be at risk of harm, and the swift action that they must take in the event of having a concern about a child or the conduct of a colleague.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: continue to support staff to enhance the purposeful planning for the older children to embed what children already know and to offer challenge nenhance systems for key people to fully understand all relevant information about their key children.