Little Explorers Day Nursery

Little Explorers Day Nursery
Unique reference number (URN): 2502286
Address: Treetops, Three Horse Shoes, Cowley, Exeter, EX5 5EU
Type: Childcare on non-domestic premises
Registered with Ofsted: 29/10/2018
Registers: EYR, CCR
Registered person: Little Explorers Partnership
Inspection report: 12 March 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
Children's welfare and wellbeing Strong standard
Children's welfare and wellbeing are highly effective. Staff establish secure, responsive
relationships through a well-embedded key-person system. As a result, children feel safe
and settled, and they develop a deep sense of belonging. The environment across all rooms
is calm, nurturing and highly predictable, enabling children to regulate their emotions and
engage confidently and independently in their play.
Staff have an in-depth understanding of children's individual needs. Care practices are
thoughtfully adapted to ensure that all children, including those with special educational
needs and/or disabilities, those known to children's social care and those who face barriers
to their wellbeing, receive consistently high levels of support. This enables all children to
thrive.
Children have a secure understanding of their health, safety and physical development.
Well-established routines promote independence, healthy lifestyles and self-care. Nutritious,
freshly prepared meals contribute positively to children's physical wellbeing.
Staff consistently support children in recognising and managing their emotions through
skilled interactions and modelling. Routines are seamless and highly effective, promoting
children's emotional security and overall wellbeing.
Inclusion Strong standard
The nursery demonstrates a highly effective and well-embedded commitment to inclusion,
ensuring that every child feels valued, supported and able to fully participate in daily
learning. Staff have a secure and detailed understanding of children's individual needs, and
they implement personalised learning plans using a well-established graduated approach.
This is used effectively to shape meaningful experiences that reflect children's needs,
interests and backgrounds. For example, learning is adapted in response to children's
experiences, such as an underwater theme inspired by a child's visit to an aquarium.
Inclusive practice is consistently embedded across the setting. Resources, environments
and teaching approaches are thoughtfully adapted, so all children access learning with
confidence. Staff monitor children's progress closely and use this information to review and
refine support, ensuring that strategies remain effective.
Children with special educational needs and/or disabilities (SEND) are identified promptly,
and staff work in close partnership with parents and external professionals, including the
local authority, to ensure that support is well coordinated. Leaders have clear plans in place
to reduce barriers and improve outcomes, and they make effective use of additional funding.
As a result, children, including those with SEND and those who face barriers to learning, are
fully included, engaging confidently and making rapid progress from their starting points.

Expected standard
Achievement Expected standard
Children make steady and secure progress from their individual starting points across all
areas of learning. Progress in communication and language is particularly evident, as
children develop increased confidence in speaking, listening and understanding. They
benefit from regular opportunities to extend their vocabulary and use language meaningfully
across the curriculum.
Children build on what they already know and can do. They receive appropriate levels of
challenge, and any gaps in learning are identified and addressed in a timely manner. As a
result, children continue to develop their knowledge and skills over time.
Children with special educational needs and/or disabilities, disadvantaged children and
those who face barriers to learning make appropriate progress from their starting points.
They are helped to access learning and participate alongside their peers.
Children develop confidence, independence and communication skills, which prepares them
well for the next stage of their learning, including school.
Behaviour, attitudes and establishing routines Expected standard
Children's behaviours and attitudes are positive and well established. Leaders have
established a positive environment with clear and consistent expectations for behaviour,
which are understood by staff and children. Children are cooperative, kind and willing to
engage in activities. They share resources and learn to take turns, supporting their ability to
collaborate with others.
Relationships between staff and children are warm and supportive. Staff use the setting's
behaviour approach consistently, helping children understand expectations and develop a
sense of right and wrong. When conflicts arise, staff respond calmly and model positive
strategies, helping children manage their emotions and develop self-regulation skills.
Routines are well established and help children feel secure. Transitions are generally
managed effectively, although some children need additional support to follow instructions.
Staff consider children's age and stage of development, adapting support where needed.
Children show positive attitudes to learning, although opportunities to sustain independent
play could be strengthened. Leaders promote regular attendance and support families in
establishing consistent routines.
Curriculum and teaching Expected standard
Leaders have a secure understanding of the quality of the curriculum and teaching. They
have designed a curriculum that meets the requirements of the early years foundation stage
and reflects children's starting points, interests and needs. Leaders review practice regularly

and use assessment information and professional advice to refine provision and support
improvements in teaching.
The curriculum is appropriately sequenced, enabling children to build on what they already
know and can do over time. Communication and language are prioritised across all areas of
learning. Staff model language effectively and introduce early phonics to support children's
readiness for school. Children are also supported in developing early mathematical
understanding, such as through counting, sorting and using mathematical language during
play.
Leaders place an emphasis on children's personal, social and emotional development and
physical development. Children are helped to develop independence, confidence and
positive relationships, which underpin their readiness for the next stage in learning.
Practitioners use ongoing assessment to understand what children know and can do. This
information is used to adapt teaching and provide appropriate support for children with
special educational needs and/or disabilities, those known to children's social care and
those who face barriers to learning. Staff interactions generally support children's
communication and engagement. However, questioning is not always sufficiently precise to
consistently extend children's thinking and respond to their curiosity.
Leadership and governance Expected standard
Leaders clearly understand the setting's strengths and areas for development. Through self-
evaluation, they identify priorities and share them with staff, families and external
professionals. They ensure that statutory requirements are met and that policies, including
safeguarding, health and safety and inclusion, are implemented consistently.
Leaders take appropriate steps to support staff's wellbeing and workload. Regular
supervision, meetings and access to training help staff develop their practice. However,
professional development is not always sharply focused on identified priorities to
consistently strengthen teaching. Leaders monitor the curriculum through observations,
discussions and assessment information. This helps them identify areas for improvement,
such as the quality of interactions. While actions have been taken, they are not yet
embedded consistently.
Systems to track progress enable leaders to identify emerging needs, including for children
with special educational needs and/or disabilities, and involve external professionals. This
helps children access learning and make progress.
Leaders work in partnership with parents and maintain open communication. As a result,
children experience a well-organised, inclusive environment.

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
What it's like to be a child at this setting
Children are thriving at this welcoming and engaging nursery. Leaders and practitioners
work closely with parents to develop a clear understanding of each child's individual needs
from their starting points. Children form warm, trusting relationships with their key person,
helping them settle quickly and feel safe and secure. As a result, they develop a secure
sense of belonging and grow in confidence and independence. Families are welcomed into
the setting, and their contributions are valued through regular communication and shared
information about children's learning.
Children enjoy daily access to a secure outdoor environment. They develop their physical
skills as they climb, build and explore. For example, they use diggers in the construction
area and engage in imaginative play in the mud kitchen.
Children's behaviour and attitudes to learning are positive. They learn to manage their
feelings and play cooperatively with others. Children, including those with special
educational needs and/or disabilities and those who face barriers to learning, are supported
effectively to engage and participate. As a result, they make progress from their starting
points, such as developing communication skills and increasing independence in their play.
Leaders place a clear emphasis on the importance of regular attendance. They work closely
with families to promote consistent routines and follow up any emerging patterns of absence
promptly. As a result, most children attend regularly, arrive ready to learn and benefit from
continuity in their learning and development.

Inspector:
Martin O'Mahony
About this setting
Unique reference number (URN): 2502286
Address:
Treetops
Three Horse Shoes, Cowley
Exeter
EX5 5EU
Type: Childcare on non-domestic premises
Registration date: 29/10/2018
Registered person: Little Explorers Partnership
Register(s): EYR, CCR
Children enjoy stories, recall key events and develop a love for books. Staff model
vocabulary effectively, helping children become confident communicators.
Next steps
Leaders should create further opportunities in the setting to enhance children's
independent play and extend their critical-thinking and problem-solving skills.
Leaders should strengthen monitoring and professional development systems to ensure
that identified priorities are implemented consistently so that improvements in staff
practice lead to improvements in the quality of teaching and children's learning and
development.
About this inspection
The inspector spoke with leaders, staff, parents, carers and children during the 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.

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 18:00
Local authority: Devon
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 12 March 2026
Children numbers
Age range of children at the time of inspection
0 to 4
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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