Natural Explorers @ Simmondley Primary School

Inspection of Natural Explorers @ Simmondley Primary School Simmondley Primary School, Pennine Road, Glossop SK13 6NN

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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 Outstanding

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The provision is good

All children, including those with special educational needs and/or disabilities (SEND), are supported well by staff. Children sustain their engagement in activities that are planned well by staff and reflect their interests. Children enjoy using new words shared through stories and during play activities. For example, children repeat new vocabulary when trying to pull a toy trailer, saying, 'It is stuck.' Children happily join in games to support their listening skills. For example, children identify which of their friends is hiding as they listen carefully to staff as they describe their individual features.

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The provision is good

Children are physically active outdoors and develop their core strength and balance. They learn to crawl through tunnels, to climb large play equipment and to kick and throw balls. Indoors staff provide a variety of activities that support children's small-muscle skills. For example, children watch as staff show them how to thread beads onto a string before trying for themselves. This helps children to strengthen the muscles in their hands to support early writing skills.

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The provision is good

Children develop good relationships with staff. Children seek staff for comfort when hurt or upset. These positive attachments support children's emotional well-being effectively. Staff help children to resolve conflicts with their peers. Children develop their social skills and learn to wait and take turns during play. They follow staff's high expectations for behaviour and understand what is expected of them. For example, children look and listen carefully to whoever is talking during circle time and learn to wait until it is their turn to speak.

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need to do better?

n Leaders and staff have a strong focus on promoting children's communication and language skills during activities and daily routines. Children enthusiastically join in with the words and actions of familiar songs and rhymes. Staff read regularly to children. They pause while reading to enable children time to think and recall parts of a familiar story. Staff also use pictures from the story to help children predict what might happen next. n Leaders and staff plan an ambitious curriculum. They regularly assess children's learning and use this information to inform their planning. Staff know the children well and identify where they may need extra support. They work well with outside agencies to ensure that all children receive the support they need, including children with SEND. Consequently, all children make good progress from their starting points. n Staff engage positively with children during play and activities. For example, they

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need to do better?

encourage children to identify and squirt water at written numbers on objects. This helps to build on children's mathematical knowledge. Overall, staff know

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need to do better?

6 June 2025 what they want children to learn. However, they do not always focus precisely enough on what individual children need to learn next during their play interactions. n Children have a positive attitude to learning. Staff focus on building children's independence and resilience. Children concentrate well during activities and keep trying to achieve a desired outcome. For example, children use different materials to create box models. Staff offer timely support and provide additional resources to extend and sustain children's interest. Children are motivated and curious. n Leaders and staff are reflective. They work together as a team to continue to improve the education and care for all the children. Leaders and managers provide appropriate support to staff to help them continue to build on their practice based on their needs and experience. Staff use what they have learned from training well when interacting with children. Staff say they feel valued and

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need to do better?

confident to voice their ideas to support children's development. n Staff prepare older children to be ready for their move on to school. Staff build children's confidence and help them to gain a positive outlook on their next stage in education. For example, children comment, 'I am excited for big school.' Staff encourage children to do things for themselves. For example, during lunchtime, children learn to use cutlery safely to cut their own food. n Staff share information with parents well to support children's learning. This ensures that parents understand how their children are progressing and how to support their learning at home. This shared approach supports children's development well. Schools and outside agencies also receive up-to-date information, ensuring consistency in children's care and learning.

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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 strengthen staff interactions with children to focus more precisely on what individual children need to learn next.

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Setting details

Unique reference number EY544724 Local authority Derbyshire Inspection number 10398819 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 20 Number of children on roll 37 Name of registered person Natural Explorers Limited

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reference number

Telephone number 01457 852694 Date of previous inspection 11 November 2019

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Information about this early years setting

Natural Explorers @ Simmondley Primary School registered in 2017. It is on the school site of Simmondley Primary School, in the Glossop area of Derbyshire. Pre- school sessions run from 8.45am until 12.15pm and from 12.15pm until 3.15pm, with a lunch club available. The setting operates a breakfast club from 8:00am and an after-school club until 5.30pm in the school. The setting employs six members of childcare staff. Of these, two have an appropriate qualification at level 6, three at level 3, and one is working towards their level 3. The setting receives funding to provide early education for two-, three- and four-year-old children.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Staff spoke to the inspector about how they support children with SEND. n The inspector spoke with the nominated individual and registered individual about the leadership and management of the setting. 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. n The inspector and the manager carried out a joint observation of a communication and language activity. n Parents shared their views of the setting with the inspector. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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

6 June 2025 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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