Little Explorers Nursery

Inspection of Little Explorers Nursery Little Explorers Nursery, Tretherras Road, Newquay, Cornwall TR7 2RE

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children are eager to come in to play. They enter a calm and welcoming environment. Staff meet the children with big smiles. Children show they feel safe and secure. They embrace staff and give them cuddles. Toddlers and pre-school- age children choose to play with dried barley. They scoop and pour the grain from bowl to bowl. Toddlers watch in awe as it falls between their fingers. Pre-school- age children know the rules and routines of the day. For example, they find a dustpan and brush, then clear away the barley when they have finished.

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The provision is good

There is an ambitious communication and language curriculum in place. Leaders coach staff to use techniques that enhance and strengthen children's speech and language. For example, staff sing songs to babies and tap along to the beat. Babies sway to the rhythm of the music. Staff speak slowly and repeat words back to toddlers to improve their pronunciation. They carry out letters and sounds activities with toddlers and pre-school-age children. Staff help them tune into sounds and improve their listening skills. Pre-school-age children love to read storybooks with staff. They identify the words on the front of the book as 'the title'. Staff pause and ask these children about what may happen in the story. Pre-school-age children are imaginative. They offer explanations about what may happen to the characters in the story.

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need to do better?

n Toddlers and pre-school-age children are independent. They go to wash their hands before snack time and help lay the table. Toddlers and pre-school-age children persevere to pick up fruit with tongs and count each piece they take. They develop their finger dexterity while they spread butter on their toast. Staff encourage toddlers and pre-school-age children to 'have a go' first and offer support when needed. These children develop good levels of self-esteem. They are proud when they manage to do tasks on their own. n Babies make good progress in their physical development. Staff plan the environment to help babies negotiate obstacles and improve their spatial awareness. For example, babies crawl over soft-play equipment. They walk up and down small soft-play steps. Babies strengthen their core and smile as they keep their balance and stay upright. At other times, babies practise their hand- eye coordination and hang bracelets on top of a mug tree.

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need to do better?

n Staff broaden toddlers' and pre-school-age children's understanding of textures and materials. They provide sensory activities for children to explore. However, staff do not always organise adult-led activities to keep toddlers and pre-school- age children engaged and focused on their learning. For example, staff provide foam for children to investigate. At times, staff do not play alongside these children to extend their learning. Although children are curious initially, they lose

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need to do better?

13 June 2024 interest and wander off. n Staff support pre-school-age children to talk about their emotions. They read books to children who have a new baby at home. This helps children express their feelings. However, staff do not consistently support some pre-school-age children to develop their personal, social and emotional skills to form stronger relationships with others. For example, staff do not facilitate enough opportunities for less confident children to join in activities with their friends. At times, this prevents some children from building more positive relationships. n Staff support children with special educational needs and/or disabilities (SEND) very effectively. They identify ways to help children with SEND interact with the world around them. For example, staff use hand signs to aid communication with all children. Verbal and non-verbal children respond positively to this. Children communicate with staff by using these hand signs back to them.

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need to do better?

n Leaders provide ongoing professional development opportunities for staff to improve their practice. For example, staff attend training on promoting children's early reading. Afterwards, staff provide a lending library for children and make 'story sacks' with them to take home. Following this, staff notice that children show more motivation to listen to stories. n Parents comment highly on the progress their children make at nursery. They welcome the advice they receive from staff on their children's sleeping and eating. Parents praise the liaison with other settings children attend. They state their children make good progress in their speech because staff deliver consistency in teaching.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n organise adult-led activities to keep toddlers and pre-school-age children engaged and focused on their learning n support pre-school-age children to develop their personal, social and emotional skills further, to form stronger relationships with others.

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Setting details

Unique reference number 2789723 Local authority Cornwall Inspection number 10353050 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 26 Number of children on roll 48 Name of registered person Little Explorers Cornwall LTD

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reference number

Telephone number 01637876293 Date of previous inspection Not applicable

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Information about this early years setting

Little Explorers Nursery registered in December 2021. It is situated in Newquay, Cornwall. The nursery operates Monday to Friday from 8am to 6pm, all year round. The nursery is in receipt of funding for the provision of free early education for children aged two, three and four years old. The nursery employs eight members of staff. Of these, one holds a childcare qualification at level 5 and five hold childcare qualifications at level 3. There are two members of staff with childcare qualifications at level 2 and one member of staff is unqualified.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n Children communicated with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The special educational needs coordinator spoke to the inspector about how they support children with SEND. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning.

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Inspection activities

n The manager and the inspector carried out a joint observation during an activity. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

13 June 2024 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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