Little Explorers Day Nursery

Little Explorers Day Nursery

Unique reference number (URN): 2828473 Address: Jenny Field Drive, Harrogate, HG1 2RP Type: Childcare on non-domestic premises Registered with Ofsted: 19/02/2025 Registers: EYR Registered person: North Yorkshire Council

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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

All children make remarkable progress in their learning. They follow the high expectations of behaviour and routines that are well embedded. Nurturing relationships with staff help children feel safe and secure, giving them confidence to be independent and inquisitive.

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Achievement Strong standard

Children display impressive 'can do' attitudes. They serve their own food and tidy away afterwards, showing great skill as they use large spoons, serving tongs and cutlery.

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Achievement Strong standard

Children demonstrate impressive listening and attention skills. When sharing stories, young children point to pictures in familiar books and fill in missing words to repeated phrases, with excellent recall. Older children enjoy looking at non-fiction books, learning new facts quickly.

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Achievement Strong standard

Children follow instructions very well. They develop balance, agility and coordination skills as they bend, stretch, leap and skip in line with commands given in a familiar song. Children laugh with delight as they build strength in their muscles, for example, as they use outdoor equipment attached to large trees. They also learn to manage their own level of risk as they swing backwards and forwards at varying speeds.

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Achievement Strong standard

Children who require additional support are identified quickly and targeted support is in place, so all children make exceptional progress. Leaders recognise they could do even more to have a transformational impact upon all children. They strive to improve their care and early education provision so that it has even more impact on the children and families who attend.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is excellent. They move with confidence and purpose, showing high engagement with resources. Children make drinks in the outdoor kitchen and involve adults and peers, making this a shared play experience.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have high expectations of behaviour and reminders are given calmly, appropriate to the children's developmental stage. Relationships between children and staff are highly effective. Boundaries are applied consistently and all children follow these independently.

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Behaviour, attitudes and establishing routines Strong standard

Routines are clear and transitions safe and highly effective. Even when children excitedly anticipate a turn to 'splat' their paint-covered sponge onto the floor, they wait patiently.

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Behaviour, attitudes and establishing routines Strong standard

All children access indoor and outdoor provision with confidence. Young children demonstrate a 'can-do' attitude as they blow bubbles from a wand, helped by staff. They persist incredibly well and receive high praise as a bubble appears, helping them recognise the value of perseverance.

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Behaviour, attitudes and establishing routines Strong standard

Staff recognise children who make excellent progress in sharing, celebrating this achievement so children feel good about their actions. Working together is celebrated and encouraged by staff, who help children foster remarkable relationships with each other.

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Behaviour, attitudes and establishing routines Strong standard

Staff equip children with the skills to communicate feelings well. Recognising the need for quiet time when feeling overwhelmed helps children take control of managing their emotions. Children's interactions with each other are of the highest quality.

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Behaviour, attitudes and establishing routines Strong standard

Attendance levels are high and monitored closely by managers, who provide tailored, flexible options for families during challenging times.

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Children's welfare and wellbeing Strong standard

Children's welfare is the highest priority for leaders and staff, who place individual needs at the forefront of their practice. Children feel safe and valued by attentive staff, who patiently encourage them to take their first independent steps.

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Children's welfare and wellbeing Strong standard

Secure, high-quality relationships between staff and children are in place. Staff talk with great clarity about the targets for each child, along with the provision used to help them make excellent progress.

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Children's welfare and wellbeing Strong standard

Children with special educational needs and/or disabilities are well supported. Staff involve children in making choices about trips and events, helping them develop decision-making skills to evaluate future options.

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Children's welfare and wellbeing Strong standard

Children develop positive attitudes to health through regular discussions regarding the importance of rest, caring for their teeth and robust handwashing procedures.

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Children's welfare and wellbeing Strong standard

Children show spontaneous kindness to their friends, for example, by offering them a face cloth. This helpful attitude equips them with relationship-building skills that support them when transitioning to school. Children engage in collaborative play, finding delight in learning with others.

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Children's welfare and wellbeing Strong standard

Feeding, sleeping and toileting routines are well embedded. Sleep routines for the youngest children are impressive. Attentive staff help them rest so they are energised to gain the most from their time at nursery.

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Children's welfare and wellbeing Strong standard

Staff skilfully discuss different emotions and equip children with strategies to overcome overwhelming feelings.

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Children's welfare and wellbeing Strong standard

Allergy management is robust, detailed lists are in each room, and differentiated plates and cups are used as part of meticulous procedures to keep children safe.

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Curriculum and teaching Strong standard

Leaders have designed an ambitious curriculum that is highly effective at continually building upon learning as children progress through the nursery. With a focus on the natural world, staff teach children to pause, observe and learn about the world, helping them develop an inquisitive nature. Teaching is of a very high quality and staff are knowledgeable about how children learn. When visiting a castle, children collaborate to create their own representation using boxes, crafts and paints, creating a superb learning experience.

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Curriculum and teaching Strong standard

Staff seamlessly adapt the curriculum and communication interactions so that children with developmental delays or barriers to learning make excellent progress. They introduce vocabulary daily, and children acquire new words quickly, using complex sentences.

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Curriculum and teaching Strong standard

Mealtimes are rich in learning. Children talk about carbohydrates, vegetables and how to ensure a balanced diet. Together with physical opportunities, children begin to make healthy lifestyle choices that contribute to their wellbeing.

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Curriculum and teaching Strong standard

Children gain key mathematics skills as these are taught extremely well. Children use counting knowledge to spontaneously compare object groups to see who has most. They measure lengths using language, such as 'gigantic'. At home, children request tape measures to ascertain the height of their towers, sharing photos with the nursery. Staff use these to discuss, revisit and reinforce concepts to strengthen understanding. After learning about shapes, children identify them out in the local community. Consequently, children's outcomes are excellent as they learn to transfer learning to different situations.

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Inclusion Strong standard

Children's needs are identified promptly and met with tailored, high-quality support. Leaders and staff have high expectations for all children, including those with special educational needs and/or disabilities. Additional funding enhances staffing ratios so all children can participate in visits to places of interest. This includes weekly trips to the park and library as well as ones further afield, like a transport museum. These inspire children and spark curiosity to learn more.

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Inclusion Strong standard

High-quality and trusting relationships with families are developed within the baby room. Well-embedded procedures for capturing information about each child before they join are in place. Staff use this to meet needs and replicate routines so transitions are highly successful. Parents comfortably share information about challenges they face at home so additional support is provided to their child as they navigate such difficulties.

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Inclusion Strong standard

Children's progress is rigorously assessed, monitored and updated so children remain challenged at an appropriate level. Tailored plans help children work towards specific targets. Staff diligently help children achieve these next steps through a consistently high level of input. They track progress meticulously and update targets accordingly so they remain challenging.

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Inclusion Strong standard

Adaptations are made to the provision so that children thrive. For example, staff use specific resources help children strengthen their leg muscles for walking, or to manage changes to routines. They teach strategies to children who sometimes enjoy a quiet space to regulate their emotions.

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Leadership and governance Strong standard

A strength of the nursery is the proactive, dedicated and knowledgeable leadership team. Leaders have the highest expectations of themselves and staff. They have a clear vision of prioritising the welfare of all children and families, which is communicated clearly so everyone's focus is united.

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Leadership and governance Strong standard

Leaders are supportive, fostering positive relationships and trust. Regular meetings take place to identify training needs and offer opportunities to develop practice to an even higher level. Discussions to evaluate ways of supporting individual children regularly occur and ideas are shared. This collaborative approach means staff work together very well and outcomes for children are of the highest level.

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Leadership and governance Strong standard

Staff workload is managed effectively, and they are provided with time to complete activities without feeling under pressure.

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Leadership and governance Strong standard

Leaders reflect upon the quality of provision regularly, involving staff and parents. They continually seek ways to improve outcomes, in particular providing exciting trips to broaden children's experiences and inspire them to succeed.

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Leadership and governance Strong standard

Leaders implement rigorous safety procedures. These include safer recruitment policies, keeping the physical environment clear from hazards, and following statutory requirements to an impressive level.

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Leadership and governance Strong standard

Leaders establish very effective relationships with other professionals, ensuring children's emerging needs are met at a consistently high level.

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Leadership and governance Strong standard

Parental feedback is highly positive, with one parent explaining they see the huge, positive impact attending the nursery has had on their older child's attitude to learning.

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

Children thrive within the nurturing and supportive environment and make significant progress in their learning. They demonstrate an abundance of energy, focus and an ambitious attitude to learning. From the baby room through the nursery, children develop impressive independence skills.

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

Children with developmental delays receive prompt, high-quality support from skilled staff attuned to their individual needs. Children's initial starting points are assessed quickly and progress is monitored meticulously. Staff set challenging targets that demonstrate their high expectations of all children.

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

The ambitious curriculum is rich in learning opportunities and includes an impressive range of trips to interesting places. Regular visits to an art gallery and a recent full-day excursion to a place of worship forms part of the nursery's plan to broaden children's understanding of the world through first-hand experiences.

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

Children's behaviour is superb and they display remarkably respectful attitudes to each other. They engage in respectful play activities with each other, sharing ideas and listening to the views offered by other children.

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

Children participate in an inspiring range of experiences that provide opportunities to problem solve, manage their own risk, persevere and learn. The atmosphere is supportive and collaborative. Children feel safe to explore the indoor and outdoor environments, occasionally seeking out staff for a reassuring smile or cuddle before venturing away once again.

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

Children enjoy furthering their own knowledge. Staff are responsive and take delight in helping children access facts about a particular subject. For example, they help children to research whether a particular type of dinosaur was a herbivore or carnivore. This contributes to children's remarkable developmental progress.

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

Children manage transitions to a superb level. Consistent, clear messages help them know what is expected, and they respond accordingly.

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

Children's communication flourishes because staff help children develop confidence in expressing themselves. They engage in quality conversations with children, share stories on a regular basis and discuss feelings and emotions.

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

Children are well prepared for their next educational stages, having developed key skills, such as resilience and perseverance.

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

Children attend on a regular basis and absences are low. This provides continuity, helping children make excellent progress 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, the special educational needs coordinator, staff and parents during the inspection.

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: North Yorkshire Council

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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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1 to 4

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

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 .

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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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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