URN 2600980 · Inspected 2026-06-19 · Published 2026-08-19 · Inspector: Victoria Laird Anne Dyoss
Explorers Childcare LTD Unique reference number (URN): 2600980 Address: The Old Church, New Street, Shrewsury, SY3 8JN Type: Childcare on non-domestic premises Registered with Ofsted: 13/08/2020 Registers: EYR, CCR, VCR Registered person: Explorers Childcare Ltd Inspection report: 19 June 2026 Exceptional Strong standard Expected standard Needs attention Urgent improvement 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. How we evaluate safeguarding When we inspect settings for safeguarding, they can have the following outcomes: 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. Expected standard Needs attention Inclusion Expected standard Leaders make inclusion a clear priority. They have supported staff to identify and understand children's individual needs and barriers to learning. Leaders work closely with families, professionals and other settings to help identify and coordinate the support children need. They attend appointments with families where appropriate and support children through carefully planned transitions. Funding is used to provide additional adult help, specialised resources and extra sessions for children who need them. This generally helps children to access support when emerging barriers to learning and wellbeing are identified. Children with special educational needs and/or disabilities (SEND), disadvantaged children and those who face other barriers to learning are generally included in all aspects of nursery life. Staff use a range of communication, sensory and visual strategies to help children take part in learning experiences. Leaders use assessment information to monitor children's progress and identify when additional help may be needed. As a result, children with SEND and those who face other barriers to learning are generally supported to make progress from their individual starting points. Leaders have acted proactively where access to external services is delayed, including securing additional specialist advice for children and their families. Staff generally use information from families and professionals to help reduce barriers to learning and wellbeing. As a result, children with SEND and those who face other barriers to learning typically access the curriculum alongside their peers and take part in nursery life. Achievement Needs attention Children do not consistently achieve as well as they could. Variations in the quality of teaching and learning mean that some children make less progress than others from their starting points. As a result, children's achievement varies across the nursery, and they do not consistently develop the knowledge, skills and understanding they need for their future learning. Children with special educational needs and/or disabilities and those who face other barriers to learning generally benefit from targeted support, specialist advice and additional resources. This helps them to make progress from their individual starting points and access learning alongside their peers. Variations in the quality of teaching, alongside aspects of the organisation of children's learning experiences, mean that children are not equally well prepared for their next stage of learning. Behaviour, attitudes and establishing routines Needs attention Leaders do not ensure that staff apply consistent expectations for children's behaviour, participation and independence across the nursery. Some staff support children effectively to understand boundaries, manage their behaviour and take responsibility for their environment. This approach is not implemented consistently. As a result, children are not always clear about what is expected of them and do not consistently develop the attitudes and behaviours that support successful learning. Leaders do not ensure that staff implement routines consistently to support children's engagement and participation. Staff do not always make the most of opportunities to encourage children to participate independently in daily routines and take responsibility for their environment. Some children spend too long waiting during transitions and routine parts of the day. At times, this leads to children becoming disengaged or less focused on what they are doing. Children with special educational needs and/or disabilities and those who face other barriers to learning generally benefit from targeted support that helps them remain engaged and participate in nursery life. Staff develop positive relationships with children and help them to feel happy and settled within the nursery. They support children to recognise and express their feelings through a range of approaches, including activities that develop emotional understanding. Many children show kindness and consideration towards others and enjoy taking part in nursery life. Children's welfare and wellbeing Needs attention Leaders' systems for identifying, reporting and addressing health and safety concerns are not yet sufficiently embedded to ensure that staff consistently identify and respond to all health and safety concerns promptly. As a result, potential risks are not always identified and addressed as promptly as intended, reducing leaders' ability to consistently promote children's safety, welfare and wellbeing. Recent improvements to recording procedures will support this work. Staff develop caring relationships with children and know them well. Children are generally happy and settled and seek reassurance from familiar adults when needed. Staff support children's emotional wellbeing and help children to develop a sense of belonging within the nursery community. Staff promote children's welfare through effective hygiene practices and established routines that support safe eating and sleeping. They work with families to encourage regular attendance and support children to access nursery life consistently. Children with special educational needs and/or disabilities and those who face other barriers to learning generally receive the support they need to participate in daily routines and experiences alongside their peers. Staff understand children's individual care needs and promote their physical and emotional wellbeing throughout the day. Children benefit from a nurturing environment where staff support them to develop confidence, resilience and positive relationships with others. Curriculum and teaching Needs attention Leaders have not ensured that the curriculum is implemented consistently across the nursery. They have not identified and addressed weaknesses in staff practice quickly enough or ensured that all staff receive the support and guidance needed to deliver the curriculum effectively. As a result, children do not consistently experience the curriculum as leaders intend. There are variations in the quality of teaching across the setting. Some children benefit from teaching that responds closely to their interests and developmental needs. This approach is not implemented consistently across the nursery. Some children spend too long waiting during routines and transitions, while some learning experiences become overcrowded, reducing opportunities for children to access resources and participate fully. Staff generally understand what leaders want children to learn. As a result of inconsistencies in teaching practice, the quality of learning experiences children receive varies across the nursery. This affects all children, including those with special educational needs and/or disabilities and others who face barriers to learning, and means that they do not achieve as well as they could. Leaders have developed a curriculum that focuses on the knowledge, skills and behaviours children need for their future learning. Staff use assessment information to identify children's starting points and next steps. Communication and language development are prioritised throughout the nursery. For example, staff use signing, songs, stories and regular interactions to help children develop their understanding and express their needs. Leaders have also invested in resources to support children's learning and curiosity. Leadership and governance Needs attention Leaders do not identify weaknesses in practice across the nursery effectively enough. They understand some of the setting's strengths and areas for development and take steps to bring about improvements. They do not recognise or act on significant inconsistencies in teaching, behaviour expectations, risk management and the organisation of children's experiences quickly enough. As a result, weaknesses remain unaddressed, and children do not consistently receive the quality of experiences leaders intend. Leaders provide supervision and coaching to support staff development. They do not always use these opportunities effectively to identify precise areas for improvement or evaluate the impact of staff practice on children's experiences. Leaders are committed to developing staff expertise and provide a varied range of high-quality continuous professional development opportunities. For example, some staff visit other countries to learn about and reflect on different approaches to early years practice. Leaders also support staff wellbeing and workload, contributing to a positive working environment. Leaders develop effective partnerships with parents and carers. Families are kept informed about their children's experiences, and leaders work collaboratively with them to support children's learning, development and wellbeing. Leaders prioritise support for children with special educational needs and/or disabilities and those who face other barriers to learning. Parents value the support and communication they receive from the nursery. Compulsory Childcare Register requirements This setting has met the requirements of the compulsory part of the Childcare Register. How we check if a provider meets the requirements of the Compulsory Childcare Register When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes: Met Not met Voluntary Childcare Register requirements This setting has met the requirements of the voluntary part of Childcare Register. How we check if a provider meets the requirements of the Voluntary Childcare Register When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes: Met Not met What it's like to be a child at this setting Children are welcomed into this inclusive setting and develop warm relationships with staff who know them well. Children with special educational needs and/or disabilities, those receiving support from other agencies and children who face other barriers to learning are typically included in daily routines and activities. Staff work closely with families and other professionals to identify and respond to children's individual needs. Speech and language strategies used throughout the nursery help children to communicate their needs and emotions and participate confidently in daily activities. Children enjoy attending the setting and are eager to take part in activities. They benefit from opportunities to play, explore and learn alongside their friends. At times, they do not consistently benefit from the learning experiences planned for them. At times, children spend too long waiting during routines and transitions, and staff do not always engage them purposefully in their learning. Some activities become overcrowded, limiting opportunities for children to explore, investigate and learn independently. Staff do not always adapt activities effectively enough to meet children's individual needs. As a result, children do not consistently achieve as well as they could. Children feel happy and settled in the setting. They develop caring relationships with staff and seek support from familiar adults when needed. Despite this, the quality of their experiences is too variable. Children do not consistently receive the same quality of teaching, support and guidance throughout the day. Opportunities to build on their learning and respond to their individual needs are sometimes missed. Staff do not always identify and respond promptly to potential risks or maintain consistent expectations during routines and activities. As a result, children do not consistently benefit from the experiences they need to flourish and prepare for their next steps in learning. Next steps To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date: Action Completion Date further strengthen leaders' oversight of health and safety systems so that potential risks are identified, reported and addressed promptly, helping to minimise risks and promote children's safety, welfare and wellbeing 03/08/2026 improve leaders' oversight of teaching, learning and staff practice so that weaknesses are identified and addressed promptly, and children consistently benefit from high-quality experiences across the nursery 03/08/2026 ensure staff apply consistent expectations for children's behaviour, participation and independence so that children understand boundaries, engage positively in routines and develop attitudes that support successful learning 03/08/2026 provide targeted coaching and support for staff where weaknesses in practice are identified so that teaching, the organisation of children's experiences and the 03/08/2026 Inspectors: Victoria Laird Anne Dyoss About this setting Unique reference number (URN): 2600980 Address: The Old Church New Street Shrewsury SY3 8JN Type: Childcare on non-domestic premises Registration date: 13/08/2020 Registered person: Explorers Childcare Ltd Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 Action Completion Date implementation of the curriculum are consistently effective across the nursery About this inspection The inspectors spoke with leaders, practitioners, parents, a special educational needs coordinator and children during the inspection. We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this. 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. Local authority: Shropshire Council Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 19 June 2026 Children numbers Age range of children at the time of inspection 1 to 9 Total number of places 82 Our grades explained Exceptional Practice is exceptional: of the highest standard nationally. Other settings can learn from it. Strong standard The setting reaches a strong standard. Leaders are working above the standard expected of them. 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. Needs attention The expected standards are not met but leaders are likely able to make the necessary improvements. Urgent improvement The setting needs to make urgent improvements to provide the expected standard of education and/or care. The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people. 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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