Little Explorers Day Nursery

Little Explorers Day Nursery

Unique reference number (URN): 2502286 Address: Treetops, Three Horse Shoes, Cowley, Exeter, EX5 5EU Type: Childcare on non-domestic premises Registered with Ofsted: 29/10/2018 Registers: EYR, CCR Registered person: Little Explorers Partnership

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are highly effective. Staff establish secure, responsive relationships through a well-embedded key-person system. As a result, children feel safe and settled, and they develop a deep sense of belonging. The environment across all rooms is calm, nurturing and highly predictable, enabling children to regulate their emotions and engage confidently and independently in their play.

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Children's welfare and wellbeing Strong standard

Staff have an in-depth understanding of children's individual needs. Care practices are thoughtfully adapted to ensure that all children, including those with special educational needs and/or disabilities, those known to children's social care and those who face barriers to their wellbeing, receive consistently high levels of support. This enables all children to thrive.

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Children's welfare and wellbeing Strong standard

Children have a secure understanding of their health, safety and physical development. Well-established routines promote independence, healthy lifestyles and self-care. Nutritious, freshly prepared meals contribute positively to children's physical wellbeing.

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Children's welfare and wellbeing Strong standard

Staff consistently support children in recognising and managing their emotions through skilled interactions and modelling. Routines are seamless and highly effective, promoting children's emotional security and overall wellbeing.

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Inclusion Strong standard

The nursery demonstrates a highly effective and well-embedded commitment to inclusion, ensuring that every child feels valued, supported and able to fully participate in daily learning. Staff have a secure and detailed understanding of children's individual needs, and they implement personalised learning plans using a well-established graduated approach. This is used effectively to shape meaningful experiences that reflect children's needs, interests and backgrounds. For example, learning is adapted in response to children's experiences, such as an underwater theme inspired by a child's visit to an aquarium.

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Inclusion Strong standard

Inclusive practice is consistently embedded across the setting. Resources, environments and teaching approaches are thoughtfully adapted, so all children access learning with confidence. Staff monitor children's progress closely and use this information to review and refine support, ensuring that strategies remain effective.

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Inclusion Strong standard

Children with special educational needs and/or disabilities (SEND) are identified promptly, and staff work in close partnership with parents and external professionals, including the local authority, to ensure that support is well coordinated. Leaders have clear plans in place to reduce barriers and improve outcomes, and they make effective use of additional funding. As a result, children, including those with SEND and those who face barriers to learning, are fully included, engaging confidently and making rapid progress from their starting points.

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Achievement Expected standard

Children make steady and secure progress from their individual starting points across all areas of learning. Progress in communication and language is particularly evident, as children develop increased confidence in speaking, listening and understanding. They benefit from regular opportunities to extend their vocabulary and use language meaningfully across the curriculum.

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Achievement Expected standard

Children build on what they already know and can do. They receive appropriate levels of challenge, and any gaps in learning are identified and addressed in a timely manner. As a result, children continue to develop their knowledge and skills over time.

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Achievement Expected standard

Children with special educational needs and/or disabilities, disadvantaged children and those who face barriers to learning make appropriate progress from their starting points. They are helped to access learning and participate alongside their peers.

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Achievement Expected standard

Children develop confidence, independence and communication skills, which prepares them well for the next stage of their learning, including school.

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Behaviour, attitudes and establishing routines Expected standard

Children's behaviours and attitudes are positive and well established. Leaders have established a positive environment with clear and consistent expectations for behaviour, which are understood by staff and children. Children are cooperative, kind and willing to engage in activities. They share resources and learn to take turns, supporting their ability to collaborate with others.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between staff and children are warm and supportive. Staff use the setting's behaviour approach consistently, helping children understand expectations and develop a sense of right and wrong. When conflicts arise, staff respond calmly and model positive strategies, helping children manage their emotions and develop self-regulation skills.

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Behaviour, attitudes and establishing routines Expected standard

Routines are well established and help children feel secure. Transitions are generally managed effectively, although some children need additional support to follow instructions. Staff consider children's age and stage of development, adapting support where needed.

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Behaviour, attitudes and establishing routines Expected standard

Children show positive attitudes to learning, although opportunities to sustain independent play could be strengthened. Leaders promote regular attendance and support families in establishing consistent routines.

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Curriculum and teaching Expected standard

Leaders have a secure understanding of the quality of the curriculum and teaching. They have designed a curriculum that meets the requirements of the early years foundation stage and reflects children's starting points, interests and needs. Leaders review practice regularly and use assessment information and professional advice to refine provision and support improvements in teaching.

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Curriculum and teaching Expected standard

The curriculum is appropriately sequenced, enabling children to build on what they already know and can do over time. Communication and language are prioritised across all areas of learning. Staff model language effectively and introduce early phonics to support children's readiness for school. Children are also supported in developing early mathematical understanding, such as through counting, sorting and using mathematical language during play.

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Curriculum and teaching Expected standard

Leaders place an emphasis on children's personal, social and emotional development and physical development. Children are helped to develop independence, confidence and positive relationships, which underpin their readiness for the next stage in learning.

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Curriculum and teaching Expected standard

Practitioners use ongoing assessment to understand what children know and can do. This information is used to adapt teaching and provide appropriate support for children with special educational needs and/or disabilities, those known to children's social care and those who face barriers to learning. Staff interactions generally support children's communication and engagement. However, questioning is not always sufficiently precise to consistently extend children's thinking and respond to their curiosity.

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Leadership and governance Expected standard

Leaders clearly understand the setting's strengths and areas for development. Through self- evaluation, they identify priorities and share them with staff, families and external professionals. They ensure that statutory requirements are met and that policies, including safeguarding, health and safety and inclusion, are implemented consistently.

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Leadership and governance Expected standard

Leaders take appropriate steps to support staff's wellbeing and workload. Regular supervision, meetings and access to training help staff develop their practice. However, professional development is not always sharply focused on identified priorities to consistently strengthen teaching. Leaders monitor the curriculum through observations, discussions and assessment information. This helps them identify areas for improvement, such as the quality of interactions. While actions have been taken, they are not yet embedded consistently.

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Leadership and governance Expected standard

Systems to track progress enable leaders to identify emerging needs, including for children with special educational needs and/or disabilities, and involve external professionals. This helps children access learning and make progress.

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Leadership and governance Expected standard

Leaders work in partnership with parents and maintain open communication. As a result, children experience a well-organised, inclusive environment.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children are thriving at this welcoming and engaging nursery. Leaders and practitioners work closely with parents to develop a clear understanding of each child's individual needs from their starting points. Children form warm, trusting relationships with their key person, helping them settle quickly and feel safe and secure. As a result, they develop a secure sense of belonging and grow in confidence and independence. Families are welcomed into the setting, and their contributions are valued through regular communication and shared information about children's learning.

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What it's like to be a child at this setting

Children enjoy daily access to a secure outdoor environment. They develop their physical skills as they climb, build and explore. For example, they use diggers in the construction area and engage in imaginative play in the mud kitchen.

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What it's like to be a child at this setting

Children's behaviour and attitudes to learning are positive. They learn to manage their feelings and play cooperatively with others. Children, including those with special educational needs and/or disabilities and those who face barriers to learning, are supported effectively to engage and participate. As a result, they make progress from their starting points, such as developing communication skills and increasing independence in their play.

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What it's like to be a child at this setting

Leaders place a clear emphasis on the importance of regular attendance. They work closely with families to promote consistent routines and follow up any emerging patterns of absence promptly. As a result, most children attend regularly, arrive ready to learn and benefit from continuity in their learning and development.

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Address:

Treetops Three Horse Shoes, Cowley Exeter EX5 5EU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Explorers Partnership

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Address:

Register(s): EYR, CCR Children enjoy stories, recall key events and develop a love for books. Staff model vocabulary effectively, helping children become confident communicators.

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Next steps

Leaders should create further opportunities in the setting to enhance children's independent play and extend their critical-thinking and problem-solving skills. Leaders should strengthen monitoring and professional development systems to ensure that identified priorities are implemented consistently so that improvements in staff practice lead to improvements in the quality of teaching and children's learning and development.

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About this inspection

The inspector spoke with leaders, staff, parents, carers and children during the inspection.

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About this inspection

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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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