Kids Planet North Wingfield

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children enjoy their time at nursery.

They have a positive attitude towards their learning and busy themselves with their chosen activity. Children are keen to do things for themselves. For example, babies readily attempt to wipe their own faces and hands clean after meals.

Toddlers serve themselves healthy food at lunchtime and pour their own drinks. Pre-school children scrape leftover food into the bin and put their dirty plates away. This helps children's growing independence skills and supports them for their next stage in learning.

Children get plenty of opportunities to develop their physical skills. Bab...ies crawl with purpose as they eagerly explore their environment. Younger babies develop their core muscles as staff support them to stand and gain confidence on their feet.

Toddlers fill watering cans so they can water plants. Staff supervise toddlers as they carry the watering cans carefully down the ramp. Pre-school children create an obstacle course with staff.

Children devise a superhero game as they take turns to skilfully balance on tyres, planks and wooden boxes. Staff challenge them to safely jump over planks and save each other from being captured. Children cooperate as they work together to move resources to alter the obstacle course.

This helps children develop their growing muscle strength and coordination skills.

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

The manager and staff have established a clear and balanced curriculum. Staff know their key children well and plan appropriate targets to support them for the next stage in their education.

This includes those children with special education needs and/or disabilities (SEND). Any gaps or concerns are shared with parents and, where necessary, referrals are made to other agencies. Children are making good progress from their starting points.

Staff support children's growing language and communication skills. Babies learn new words such as 'splash' and 'squeeze'. They repeat what staff say to them as they play.

Staff talk to toddlers and pre-school children about what they are doing. Children are confident to share what they know with others. For example, pre-school children explain that when they tip water into the drain it goes along the pipes.

Staff provide opportunities for children to develop their small-muscle skills. Babies are encouraged to persevere as they practise using tweezers to pick up fruit slices. Toddlers copy staff and use potatoes to carefully print shapes on paper.

Pre-school children use brushes to paint pictures of rainbows. This helps them to develop the muscles they need for early writing.Children behave well most of the time.

They play alongside each other, and some use their manners during daily routines. However, staff do not always help children to understand expectations of their behaviour. For example, some toddlers repeatedly put their plate on their head as they wait for lunch.

Staff do not intervene appropriately, which encourages children to continue. Additionally, during a minor dispute over toys, staff do not support children to understand why they should share. Instead, they distract the upset child with other resources.

Staff provide children with healthy meals and fresh drinking water. Toddlers and pre-school children are reminded to wash their hands during daily routines. Pre-school children confidently tell staff that they wash their hands to clean away the germs.

Staff ensure children's dietary requirements and allergies are catered for. They have a process in place to ensure dietary information is safely communicated across the nursery.Parents are positive about the care their children receive.

They say their children have made good attachments to staff and are happy to attend the nursery. Parents feel that their children have made progress in their communication and independence skills. They state that when they have had concerns, these have been dealt with swiftly by management.

Leaders and managers support staff members' continuing professional development via supervisions, observations of practice and regular team meetings. Staff say they feel listened to, valued and able to raise any worries they may have. This contributes to the positive atmosphere within the nursery.

Safeguarding

The arrangements for safeguarding are effective.Staff have a strong understanding of the possible signs that may indicate a child is at risk of harm. This includes those that may potentially be at risk from radical views.

Managers regularly test staff knowledge during team meetings and quizzes. Staff know the procedure to follow should they need to report a concern about a child. They understand how to report concerns about members of staff.

The manager ensures safer recruitments checks are undertaken to confirm the ongoing suitability of staff working with children. Children are well supervised, both indoors and outdoors.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: provide expectations for toddlers' behaviour that are understood and applied consistently and fairly, to help children manage their behaviour and to understand the impact this has on others.