Kids Planet Moseley

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Well-qualified, happy staff make this setting a safe and welcoming place to be.

They foster warm, nurturing bonds with children. Staff are skilled in promoting children's well-being through their interactions and effective care practices. They freely offer cuddles and comfort when children are upset, and they help them to become increasingly independent.

This supports children's emotional security and boosts their self-confidence.Staff have the same high expectations and ambitions for all children. They have adopted a curriculum that is based on children's individual interests and what they already know and can do.
...>
The carefully considered environment enables children to be independent learners as they make choices about their play. Staff encourage two-year-old children to strengthen their fingers as they squeeze and roll play dough. Others explore textures as they mix and pour cornflour and water.

Older children proudly demonstrate how they can use the balance beam they have built using planks and tyres in the garden. Children are supported to play cooperatively. For example, they take turns and share with each other.

Children are engaged in purposeful activities that they enjoy.Staff promote children's wider personal development through a range of meaningful, real-life learning experiences. For example, they welcome visitors into the setting to share stories from other cultures.

Staff also provide experiences that extend children's knowledge of social experiences, such as visits to the local coffee shop. They also use these trips to teach children about important life skills, such as road safety. This helps children begin to deepen their understanding of the wider community.

What does the early years setting do well and what does it need to do better?

Staff support children's language and communication skills well. They do this through the use of conversations, songs and stories. Children who find communication difficult are supported to acquire the language and skills they need to communicate effectively.

As a result, children become increasingly confident communicators.Staff know the children well. They complete accurate assessments of children's learning and development and know what they want children to learn next.

During group activities, staff promote discussions about what they are teaching and check children's understanding as activities progress. However, they do not always give children clear intentions for their learning or identify opportunities that extend children's learning further. This means that children may not always make the very best progress they can.

Staff's knowledge of children means that they are aware of any possible areas of concern or delays in development. They act on these swiftly. The special educational needs and disabilities coordinators are knowledgeable and experienced.

They work closely with parents and other agencies to secure the support children with special educational needs and/or disabilities (SEND) need. Children with SEND are well supported to make progress from their starting points.Staff have high expectations for children's behaviour.

These are developmentally appropriate and progressive. Younger children begin to learn important skills, such as taking turns and sharing. They begin to learn that their actions have consequences that may affect others.

They learn to recognise, and are supported to manage, their feelings and emotions. Older children are actively involved in developing the 'golden rules' for behaviour. They enjoy helping and having responsibility, such as setting the table for lunch.

Children develop important social skills and learn how to make good choices about their behaviour.Partnership with parents is a real strength. Parents are very complimentary of the staff and the levels of care, education and support they provide.

For example, they are supported with advice on potty training. Staff provide home learning bags with resources and helpful information to enable parents to build on their children's learning at home. This helps to further strengthen the link between home and the setting.

Staff provide parents with detailed updates on children's daily activity as well as regular updates on the progress they are making in their learning.The experienced manager has a clear understanding of her role and responsibilities. This includes keeping children safe and meeting the needs of each individual child effectively.

She ensures that any additional funding is used appropriately to purchase resources to support children to close gaps in their learning. Staff thoroughly enjoy working here. They feel valued and well supported by the manager and each other.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: help staff to implement clear learning intentions for group activities and recognise how to identify opportunities to extend children's learning, so they make as much progress as possible.