Chapel Road Little Explorers Limited

Chapel Road Little Explorers Limited

Unique reference number (URN): 2807539 Address: 12a Chapel Road, Penketh, Warrington, WA5 2NB Type: Childcare on non-domestic premises Registered with Ofsted: 11/10/2024 Registers: EYR Registered person: Chapel Road Little Explorers Limited

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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 Strong standard

Children make rapid progress from their individual starting points and achieve well across the 7 areas of learning, including those with barriers to learning and those in receipt of additional funding. They build securely on previous learning, developing the knowledge, skills and understanding they need to be successful learners.

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Achievement Strong standard

Children confidently apply previously acquired knowledge and skills in new situations. For example, they explain that warm water melts ice and independently use mathematical language during play, demonstrating that learning is securely embedded over time. Children are confident communicators who readily share their ideas, experiences and opinions with adults and their peers.

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Achievement Strong standard

Children are well prepared for the next stage in their learning. They leave the nursery as confident, resilient and capable learners who demonstrate the knowledge, skills and attitudes needed for a successful move to school.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate positive attitudes towards learning and are highly motivated to explore, investigate and persevere. They remain deeply engaged in activities for sustained periods, confidently making choices about their learning and eagerly sharing their ideas with practitioners and their peers. The calm, purposeful environment enables every child to participate fully, creating a culture where learning is valued and enjoyed.

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Behaviour, attitudes and establishing routines Strong standard

Practitioners establish high expectations from an early age and consistently support children to develop confidence, independence and respect for others. For example, following a rhythm and rhyme activity, children listened carefully to practitioners' instructions and independently returned the drumsticks sensibly, patiently waiting for their turn without reminders. Throughout the day, children willingly share resources, use good manners naturally and demonstrate kindness towards one another.

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Behaviour, attitudes and establishing routines Strong standard

Well-established routines help children feel safe, secure and confident within the nursery. Daily experiences, including mealtimes, group activities and transitions, are organised thoughtfully and provide consistent opportunities for children to develop independence, communication and self-regulation. Children understand what is expected of them, confidently follow instructions and move calmly between activities while maintaining high levels of engagement.

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Behaviour, attitudes and establishing routines Strong standard

Attendance procedures are effective and contribute positively to children's wellbeing. Leaders work closely with families to monitor attendance and respond promptly to any concerns, ensuring children remain safe.

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Children's welfare and wellbeing Strong standard

Practitioners place children's health, safety and emotional wellbeing at the heart of everyday practice. Warm, nurturing relationships and well-established routines help children feel safe, secure and confident within the nursery. Practitioners know children well and respond sensitively to their individual needs, enabling children to develop resilience, emotional security and a strong sense of belonging.

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Children's welfare and wellbeing Strong standard

Children develop an excellent understanding of how to keep themselves healthy through meaningful everyday experiences. For example, practitioners use engaging oral health activities to teach children why they brush their teeth twice a day, encouraging discussion about healthy habits through sensory experiences, stories and practical resources.

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Children's welfare and wellbeing Strong standard

Healthy lifestyles are promoted consistently throughout the nursery. Children enjoy freshly prepared meals, independently serve their food and pour their own drinks while practitioners reinforce healthy choices by discussing how nutritious food helps their bodies grow, learn and play.

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Children's welfare and wellbeing Strong standard

Children are becoming increasingly independent in managing their own care and wellbeing. For instance, even the youngest children confidently feed themselves using cutlery, while practitioners encourage independence during mealtimes and daily routines. Children's emotional wellbeing is equally well supported. New children are helped to settle through consistent key-person relationships and close communication with parents, ensuring they quickly feel safe and secure. As a result, children develop confidence, resilience and the skills needed to manage their own health, wellbeing and independence.

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Curriculum and teaching Strong standard

The curriculum is ambitious, well sequenced and implemented consistently by knowledgeable practitioners who have a clear understanding of what they want children to learn and why. Learning builds purposefully on children's prior knowledge, interests and developmental needs, enabling children to make meaningful connections in their learning. For example, practitioners incorporated rhythm and movement activities into the curriculum following children's enthusiasm for football and music, using coordinated movements, positional language and varying tempo to develop children's physical coordination, listening skills and communication.

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Curriculum and teaching Strong standard

The curriculum develops children's understanding of the wider world by placing families and the local community at its heart. Leaders actively encourage parents to share their own cultures, faiths and traditions, ensuring learning is authentic and meaningful. For example, during Diwali celebrations, a parent visited the nursery in traditional clothing, spoke to children and introduced them to henna art. Community experiences, including visits to care homes, libraries and local services, alongside celebrations of a wide range of festivals, help children develop respect for diversity and an appreciation of communities beyond their own experiences.

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Curriculum and teaching Strong standard

Teaching is adapted effectively to meet the needs of all children while maintaining high expectations. Mathematical and communication skills are woven naturally throughout daily routines and planned experiences. For example, practitioners consistently model positional language, counting and comparative vocabulary during play, outdoor learning and mealtimes. Consequently, children become confident communicators, enthusiastic learners and active participants who remain deeply engaged in their learning across all areas of the curriculum.

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Inclusion Strong standard

Leaders and practitioners have a secure understanding of children's individual needs and quickly identify emerging barriers to learning. Robust assessment, close observation and effective partnerships with families and external professionals ensure that children receive timely and targeted support. As a result, children, including those with special educational needs and/or disabilities, thrive.

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Inclusion Strong standard

Practitioners know children well and adapt teaching to enable every child to participate successfully in the ambitious curriculum alongside their peers. For example, practitioners model language well. As a result, children have excellent communication skills. Parents speak highly of the significant progress their children have made since attending the nursery.

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Inclusion Strong standard

Leaders use additional funding purposefully. Early years pupil premium funding has been used to purchase sensory resources, communication aids and targeted learning materials based on children's individual interests. Specialist training for practitioners ensures children are supported effectively and that funding usage is impactful.

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Inclusion Strong standard

Partnership working is a particular strength of the nursery. Leaders work collaboratively with health professionals and external agencies to ensure support is consistent and responsive. Individual support plans are reviewed regularly and adapted as children's needs change. Consequently, children benefit from a highly inclusive environment where they feel valued, achieve well and are fully supported to reach their potential.

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Leadership and governance Strong standard

Leaders have established a highly reflective and supportive culture where children, families and practitioners thrive. They have a secure understanding of the nursery's strengths and continually evaluate practice to ensure that provision responds effectively to the changing needs of the children and community.

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Leadership and governance Strong standard

Professional development is purposeful and closely aligned to the cohort of children attending the nursery, enabling practitioners to continually strengthen their knowledge and improve outcomes for children.

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Leadership and governance Strong standard

Leaders invest significantly in developing practitioners' professional expertise and carefully monitor the impact of training on practice. For example, staff have undertaken professional development to strengthen their expertise in supporting children's speech, language and communication, including meeting the needs of children who speak English as an additional language. Practitioners are expected to reflect on how this learning influences their practice, resulting in consistent, high-quality teaching and more effective support for children with barriers to learning. Support for practitioners is a particular strength of the nursery. Robust induction programmes, regular supervisions and professional discussions ensure that staff feel confident, well supported and clear about their roles and responsibilities. New practitioners and apprentices receive effective mentoring from experienced colleagues, enabling them to

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Leadership and governance Strong standard

quickly develop the knowledge and confidence needed to contribute positively to children's learning and development.

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Leadership and governance Strong standard

Leaders place equal importance on staff wellbeing, recognising its positive impact on children. Practitioners speak highly of the supportive culture, describing leaders as approachable and committed to both their professional development and personal wellbeing. As a result, staff are highly committed, motivated learners.

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

Children flourish within this warm, nurturing and highly inclusive nursery where they feel safe, valued and eager to learn. They arrive happily, separating confidently from their families and quickly becoming absorbed in the rich experiences thoughtfully planned for them.

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

Children develop a strong sense of belonging and security within the nursery. They feel valued, understood and emotionally secure, enabling them to approach new experiences with confidence. Children benefit from highly effective support that extends beyond the nursery, helping them and their families overcome barriers so they can continue to thrive.

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

Children are curious, motivated learners who confidently explore their environment and enthusiastically share their ideas with practitioners and one another. Children confidently make connections between their experiences at home and their learning in the nursery. For example, they eagerly discuss sharing meals with their extended families, using these experiences to deepen conversations and extend their understanding of the world around them.

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

Children behave excellently and demonstrate kindness, patience and respect towards one another. They willingly share resources, encourage their friends to persevere and celebrate one another's achievements. For instance, children who lack confidence using climbing equipment are encouraged to keep trying.

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

Children develop increasing independence through everyday routines, confidently serving food, pouring drinks, managing their self-care and making meaningful choices throughout the day.

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Address:

12a Chapel Road Penketh Warrington WA5 2NB

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Chapel Road Little Explorers Limited Children with barriers to learning thrive and participate fully in nursery life alongside their peers. They develop increasing confidence, independence and communication skills, enabling them to access the curriculum successfully. Parents describe the progress their children make as 'unbelievable', particularly in their communication, independence and social development. As a result, children, including those with barriers to learning, make rapid progress from their starting points and are well prepared for the next stage in their learning.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help, to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with leaders and practitioners 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. Register(s): EYR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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