Little Explorers Day Nursery & Preschool

Little Explorers Day Nursery & Preschool

Unique reference number (URN): 2789722 Address: Little Explorers Day Nursery and Preschool, Unit 4 The Square Grampound Road, Truro, TR2 4DS Type: Childcare on non-domestic premises Registered with Ofsted: 29/05/2024 Registers: EYR, CCR Registered person: Little Explorers Cornwall LTD

p.1

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.

p.2

How we evaluate safeguarding

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

p.2

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.

p.2

Achievement Strong standard

Children make excellent progress across all areas of development, including children with their barriers to learning and development. Despite some small changes required for children at mealtimes, they still develop key skills, such as high levels of self-esteem, confidence and a love of learning. Children are extremely prepared for the next stages of learning and development, including starting school. They benefit from highly supportive transitions into the nursery and through the different rooms as they get older. For example, they receive bespoke settling-in routines that ensures children are familiar with staff and new learning environments before moving to the next rooms in the nursery. Children learn what to expect when they start school through role play, where they practise putting on physical education kits and uniforms for their school. They look at pictures of their new school and discuss these with staff. Children benefit from staff ensuring new teachers have

p.2

Achievement Strong standard

an in-depth understanding of the children's needs and work closely with new schools for children with special educational needs and/or disabilities (SEND).

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders ensure staff provide excellent levels of modelling respect and care to others. Staff prioritise building communicative relationships with children and teaching them how to be kind. They provide positive praise and are clear about the behaviours they want to see from children. Children benefit from these high expectations for their interactions and behaviour. They learn the rules of the setting and remind others of what they need to do, such as using 'walking feet' and 'kinds hands'. This demonstrates these expectations are thoroughly embedded.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children are extremely kind and thoughtful to others. For example, toddlers find a spider and know to capture it gently and carefully before releasing it outside. Children play very harmoniously together and behave exceptionally well. Children with special educational needs and/or disabilities (SEND) learn to communicate positively. For instance, they learn to use sign language and visual cards to share their needs. Children with SEND become familiar with the routines of the day and respond to staff's cues for transition times. For example, staff use traffic light colour cards that indicate when play times are over and visual pictures that show what is happening next. Children with SEND quickly stop along with other children and listen to instructions.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children have extremely positive attitudes and engagement to their learning. They show resilience, such as trying different ways to crack ice to reach the flowers inside. Children talk excitedly about the teachers who come in to teach them Spanish. They show excitement when chatting about it with other children and staff. Parents and carers comment on the support staff provide to ensure children feel happy and settled, which promotes regular attendance. Staff monitor children's attendance and work with parents to ensure children join them on the days they are expected.

p.3

Inclusion Strong standard

Leaders and staff hold high expectations for every child. They place a high priority on ensuring all children are fully included and supported. Leaders rigorously monitor children when they start, and during their time in the setting. This helps them to swiftly identify gaps in their learning. Leaders and staff work closely with external professionals and parents and carers to secure highly effective and targeted support for all children. They put shared strategies in place to ensure consistency and to fully meet all children's individual needs. For example, inclusion experts visit the setting to observe children. They work with leaders and staff to develop impactful strategies and next steps.

p.3

Inclusion Strong standard

Leaders and staff provide highly effective partnership work with families and help them to clearly understand their child's needs and how to support their development at home. They join parents for visits to new schools and meetings with professionals when required. They support parents during these meetings and help to answer questions. Leaders ensure all staff understand each child's needs and how to maximise learning no matter what barriers the children may have. Children benefit from this consistent approach and understanding of the strategies and adaptations that result in children effectively accessing learning. For example, children are able to join in with large group times with one-on-one support which develops their confidence and social skills.

p.3

Leadership and governance Strong standard

Leaders are focused on providing the best possible care for children and their families, including those children who face barriers to learning. They work with parents and carers and staff to evaluate the effectiveness of their provision. Leaders constantly monitor what children are enjoying to identify areas for improvement. Leaders and staff continually reflect on what is working well and what can be improved. For example, they have enhanced the induction process of new staff to provide a robust and effective induction. This helps new staff to quickly develop their understanding and skills. Leaders have made extensions to the outside areas. This has resulted in swifter physical development for children and improvement to their understanding of how to move safely around others. Although

p.3

Expected standard

mealtimes require further development, leaders have already identified this area and started to make impactful improvements.

p.4

Expected standard

Leaders have created a highly positive working environment for staff where professional discussion is encouraged. For example, staff observe each other regularly and share ideas about how they could approach children's learning in different ways to learn from each other. Staff are highly motivated to build their knowledge and skills and feel leaders value their contributions and ideas. Training is highly focused on the continuous improvement of staff and meeting the individual needs of children. Leaders make effective use of meetings for staff. For instance, they share resources and knowledge from training. This promotes the consistency of knowledge and practice of all staff and supports the workload of staff as they do not need to attend additional training. Leaders work extremely closely with parents and embed themselves in the local community. They join local events, such as school fairs, and work hard to be visible and approachable to all.

p.4

Children's welfare and wellbeing Expected standard

Staff support children to develop healthy habits for life. Children take part in regular physical play inside and outside, and enjoy being active. For instance, children build strength and balance during yoga sessions and learn what happens to their bodies during dance activities.

p.4

Children's welfare and wellbeing Expected standard

Staff teach children which foods are healthy, and which they should have less often and why. Children benefit from the nutritional snacks and lunches provided by the nursery. They are excited to see what meals they will have at nursery that day and eat a variety of foods. Parents comment on the improvement in the variety and types of foods eaten by their children since starting at the nursery. Staff work closely with parents and carers and professionals to manage dietary and allergy requirements. This helps to keep children safe and provide an inclusive environment. Staff use mealtimes to develop children's healthy habits and help them to build some independence skills, such as using cutlery and pouring drinks. However, at times, children have to wait for periods of time for food to be served. This means children do not fully extend their ability to do things for themselves beyond what they can already do. Although children develop age-appropriate independence and physical

p.4

Children's welfare and wellbeing Expected standard

skills at these times, including children with barriers to learning, it does not set as high expectations.

p.4

Children's welfare and wellbeing Expected standard

Children and staff form secure relationships and partnerships with parents and carers. This promotes children's self-esteem and confidence. For example, staff and parents adapt routines and work together. This helps babies to come into the nursery and leave their parents happily and remain settled through the day. Children benefit from this flexible and partnership approach, that makes them feel secure and able to focus on their learning.

p.4

Curriculum and teaching Expected standard

Leaders and staff have implemented a highly ambitious curriculum. They have worked hard to plan a progressive curriculum that develops children's key skills for life. The curriculum widens children's understanding of the world around them, while following their individual interests and needs. Staff use in-depth information from parents and carers before children start and initial observations to develop robust starting points for children's learning. This helps staff to know what children can do and identify potential gaps in their learning that may require additional support. Staff get to know children and their families well. This helps them to adapt learning to promote positive outcomes.

p.5

Curriculum and teaching Expected standard

Leaders provide targeted training for staff and monitor the quality of interactions with children. Staff offer consistent support for children's learning and understand what children need to learn next. For instance, they know babies need to develop strength in their tummy muscles and core strength. Staff therefore provide activities and support to achieve this. They understand how to build children's communication skills. For instance, staff start with simple words for babies and model more complex and longer sentences as children progress.

p.5

Curriculum and teaching Expected standard

Although, mealtimes require further development, staff have a clear idea of the knowledge and skills they want children to develop. For example, they build children's mathematical skills through songs, games and modelling accurate counting. They introduce key words such as 'empty', 'full' and language for directions. Staff introduce key vocabulary and build children's love of books throughout the nursery. Children enjoy learning the words and rhymes in the 'books of the week'. They choose to sit with books and re-tell stories during the day and ask staff to read to them.

p.5

Compulsory Childcare Register requirements

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

p.5

Register

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

p.5

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

Children are extremely settled in this nurturing and warm nursery. They benefit from positive and caring relationships with staff. Children confidently and happily enter the nursery. They leave their parents and carers and quickly become engaged in the rich range of learning experiences provided by staff. This supports children's ongoing progress and high levels of achievement from their various starting points. Children are well prepared for the next stages in their learning and development, including starting school. For example, they enjoy playing and interacting with staff and children, building effective social skills. Older pre- school children look after their younger toddler friends when the rooms join each other in the outside area. Younger children become familiar with staff and children from other rooms during these daily sessions which supports transitions through the nursery.

p.6

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

Children with special educational needs and/or disabilities and children who face barriers to learning receive enhanced support and highly effective adaptations for their education. They make excellent progress and access learning that closes gaps in learning and development. Leaders and staff work with parents and offer flexibility to ensure all children attend regularly. For instance, they adapt days or times children attend so parents can work around other responsibilities, such as dropping siblings to schools.

p.6

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

Children are confident learners who build resilience. Staff offer gentle guidance and encouragement which promotes a 'can-do' attitude. For example, they encourage babies to say words and praise them when they copy. Older children learn to get themselves ready to go outside with staff. They ask what they need next to support their thinking and independence. Children benefit from a curriculum focused on their individual needs and provides enriched experiences. They learn from regular visitors, such as zoos, forest school and members of the local community. This provides children with a deep understanding of the community they live in and the wider world beyond.

p.6

Next steps

Leaders should review the organisation of mealtimes to further extend children's independence and provide constant learning and development during these times.

p.6

About this inspection

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

p.6

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

p.6

Address:

Little Explorers Day Nursery and Preschool Unit 4 The Square Grampound Road Truro TR2 4DS

p.7

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Registered person: Little Explorers Cornwall LTD

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

p.7

Facts and figures used on inspection

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

p.7

0 to 4

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.

p.7

Exceptional

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

p.8

Strong standard

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

p.8

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.

p.8

Needs attention

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

p.8

Urgent improvement

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

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.9