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
Inspection report: 26 August 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.

Strong standard
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Attendance levels are high and monitored closely by managers, who provide tailored,
flexible options for families during challenging times.
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.
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.
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.
Children develop positive attitudes to health through regular discussions regarding the
importance of rest, caring for their teeth and robust handwashing procedures.
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.
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.
Staff skilfully discuss different emotions and equip children with strategies to overcome
overwhelming feelings.
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.
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.
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.
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.
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.
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.
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.
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.
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.

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.
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.
Staff workload is managed effectively, and they are provided with time to complete activities
without feeling under pressure.
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.
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.
Leaders establish very effective relationships with other professionals, ensuring children's
emerging needs are met at a consistently high level.
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.
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.
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.
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.
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.
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.
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.
Children manage transitions to a superb level. Consistent, clear messages help them know
what is expected, and they respond accordingly.
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.
Children are well prepared for their next educational stages, having developed key skills,
such as resilience and perseverance.
Children attend on a regular basis and absences are low. This provides continuity, helping
children make excellent progress in their learning.
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.
About this inspection
The inspector spoke with leaders, the special educational needs coordinator, staff and
parents during the inspection.

Inspector:
Jane Mumby
About this setting
Unique reference number (URN): 2828473
Address:
Jenny Field Drive
Harrogate
HG1 2RP
Type: Childcare on non-domestic premises
Registration date: 19/02/2025
Registered person: North Yorkshire Council
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: North Yorkshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 26 August 2026
Children numbers
Age range of children at the time of inspection
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.

Total number of places
30
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.
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