Little Explorers - Stonham Aspal

Little Explorers - Stonham Aspal

Unique reference number (URN): 2792265 Address: Stonham Aspal Church of England Primary School, The Street, Stonham Aspal, Stowmarket, IP14 6AF Type: Childcare on non-domestic premises Registered with Ofsted: 06/06/2024 Registers: EYR Registered person: Little Explorers - Stonham Aspal LTD

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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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Achievement Expected standard

All children, including those with special educational needs and/or disabilities, those who are previously looked after and those who face barriers to learning, benefit from a broad, personalised curriculum. Children generally achieve well from their starting points because their next steps are identified and reflected in daily experiences. Children develop personal, social and emotional skills as they show kindness, respect and consideration for others. They play cooperatively and listen well for their age. Babies and young children develop increasing independence as they feed themselves, use cutlery and explore the environment with growing confidence and resilience.

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Achievement Expected standard

Children can practise and build on what they already know and can do through a range of opportunities throughout the day. They develop communication, confidence and independence through play, routines and positive interactions with adults. Children are developing the skills and knowledge they need for future learning and school readiness.

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Behaviour, attitudes and establishing routines Expected standard

Children show an active interest in playing and learning. They benefit from staff who know them well, listen to them and respond to their interests. For example, the outdoor area was enhanced with litter pickers and recyclable materials after parents shared children's interests from home. Children develop warm and trusting relationships with staff, which helps them feel safe and emotionally secure.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote attendance appropriately so that children make the most of their time in the setting. Children follow familiar routines and understand what will happen next. This contributes to the calm and settled atmosphere across the setting. Behaviour is typically positive. Staff notice when children are tired, hungry or unsettled and respond sensitively. They use gentle reminders, reassurance and redirection to help children manage their behaviour in ways that are appropriate for their age and stage of development.

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Behaviour, attitudes and establishing routines Expected standard

Children are taught to be kind, respectful and accepting of difference. They learn to take turns, play cooperatively and consider others' needs. Children's personal care routines are managed sensitively, and they are given choices and encouragement to try things for themselves. As a result, children develop positive attitudes, confidence and a secure understanding of routines.

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Children's welfare and wellbeing Expected standard

Children benefit from a warm and welcoming environment where their welfare and wellbeing are prioritised. They develop secure relationships with their key person and wider staff, which helps them feel safe, settled and valued. Children have access to thoughtfully curated resources and activities both inside and out, which are organised and adapted flexibly to meet individual needs on a daily basis.

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Children's welfare and wellbeing Expected standard

Children's individual and care needs are met thoughtfully. Personal care and hygiene routines are managed sensitively and in response to children's needs, rather than through fixed schedules. Children are encouraged to develop independence during handwashing, toileting, feeding and mealtimes. They are offered healthy and nutritious food and are supported to make appropriate choices during snack and lunch routines. Staff talk to children about healthy food choices in age-appropriate ways and encourage children to try new foods.

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Children's welfare and wellbeing Expected standard

Children, including those with special educational needs and/or disabilities, are supported to feel included and accepted by adults and peers. Staff promote a calm atmosphere in which sensitive interactions are prioritised. As a result, children's physical, emotional and personal wellbeing is supported effectively.

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Curriculum and teaching Expected standard

Leaders plan a play-based curriculum centred on children's interests, confidence and enjoyment. They prioritise children's personal, social, emotional and physical development, helping children become happy, confident learners who are well prepared for the personal and social aspects of school. Staff know children's next steps and use these to inform planning. Staff interact positively with children, offering praise and encouragement, and generally support communication and language well.

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Curriculum and teaching Expected standard

In the baby room, staff respond sensitively to verbal and non-verbal communication. Children's physical development is supported through opportunities to climb, ride and balance, including equipment in the babies' dedicated space. However, some activities could be strengthened by ensuring staff are consistently clear about the intended learning and how children will be supported to achieve it. In some activities, staff do not help children understand what they want them to achieve and model language that helps children make meaningful links in their learning.

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Curriculum and teaching Expected standard

Children with special educational needs and/or disabilities, and those who face barriers to learning, are supported to access the curriculum through appropriate adaptations to resources, routines and the environment.

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Inclusion Expected standard

Leaders have high expectations for all children and place a clear value on inclusion. They identify children's individual needs quickly and use a graduated approach to plan appropriate support. Room leaders and key persons understand children well and can describe the strategies used to help them make progress from their starting points.

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Inclusion Expected standard

Staff feel well supported by leaders and colleagues when meeting the needs of children with more complex needs. Children who are known, or previously known, to children's social care are supported sensitively. Parents report that they work closely with leaders and key persons and that staff respond carefully when children's needs change.

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Inclusion Expected standard

Leaders use additional funding, including early years pupil premium funding, to provide resources and targeted support that help reduce barriers to children's learning and wellbeing. For example, leaders ensure that children with restricted mobility can access the setting and participate in all areas of learning alongside their peers successfully. Parents are aware of the funding in place for their children, and leaders consider the impact of this support through children's next steps and ongoing progress.

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Leadership and governance Expected standard

Leaders understand the context of their setting and place children's wellbeing at the centre of decision-making. Leaders have established a positive team. Staff feel valued, supported and able to raise concerns or seek advice. Staff report that they enjoy working at the setting and appreciate the flexibility leaders provide to support their wellbeing and family responsibilities.

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Leadership and governance Expected standard

Leaders support staff development appropriately through online training, supervision, informal discussion and check-ins. However, evidence from some activities shows that staff are not yet consistently clear about the intended learning they want children to gain. Leaders should now strengthen professional development so that all staff can plan and deliver activities with a clearer focus on what children are expected to learn.

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Leadership and governance Expected standard

Leaders have begun to identify relevant priorities for improvement. However, their analysis of strengths and areas for development is not yet detailed enough to identify the most specific priorities for improving teaching, curriculum delivery and parental understanding of the curriculum.

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Leadership and governance Expected standard

Systems are in place to ensure all staff receive training such as safeguarding and paediatric first aid. Regular communication with parents is prioritised, and leaders have identified this could be strengthened by ensuring parents have a better understanding of the curriculum.

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

Children are safe, settled and generally confident in this caring setting. Staff know children well and use familiar routines to help them separate from parents and begin their day. Children form positive relationships with adults and seek support when needed. Staff respond appropriately to children's communication and provide reassurance, comfort and encouragement, which helps children feel secure and included.

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

Children access a suitable range of indoor and outdoor learning experiences, including stories, creative play, sensory exploration, construction and physical play. Staff provide opportunities for children to explore and use open-ended resources. They make appropriate adaptations so children, including those with special educational needs and/or disabilities and those who face barriers to learning, can join in alongside their peers.

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

Staff support children's communication through everyday interactions. They listen, model vocabulary and encourage children to share ideas. Children are beginning to develop the language, listening and social skills they need to play with others and follow routines. Staff promote positive behaviour through calm, respectful interactions. Children learn to share, take turns and manage minor disagreements with adult support.

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

Children are encouraged to do things for themselves. Older children manage simple tasks, such as putting on coats, pouring drinks, using cutlery and helping to clear away. Younger children learn to wash their hands, drink from cups and join familiar routines. Staff give appropriate help while allowing children time to practise and become more independent.

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

Parents are positive about the care their children receive and value staff communication. Staff work with families and other professionals to understand children's needs and support next steps. Overall, children experience a calm, inclusive setting where they are cared for, supported and prepared for their next stage of learning.

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Next steps

Leaders should continue to build on staff's knowledge and skills, to enable all staff to offer consistently high-quality teaching and fully understand what they want children to learn from activities. Leaders should use evaluation more consistently to determine specific priorities for improvement.

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Address:

Stonham Aspal Church of England Primary School The Street, Stonham Aspal Stowmarket IP14 6AF

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Explorers - Stonham Aspal LTD

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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About this inspection

The inspector spoke with the nominated individual, leaders, practitioners, apprentices and parents 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.

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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

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 .

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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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