Kids Planet Rope Green Farm

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

The setting creates a stimulating and interesting learning environment in which children can grow and develop. Staff are ambitious for children and want them to succeed. They provide an exciting curriculum based on the children's interests.

Children rush into the setting. They are eager to see their friends and what exciting activities are available that day. As a result, children develop a thirst for learning.

Staff are nurturing and give babies the comfort they need, such as rocking them to sleep. As a result, babies settle quickly or seek out staff for reassurances when needed. The setting provides an inclusive envi...ronment where each child's uniqueness and individuality is acknowledged.

For example, special events are celebrated throughout the year.Staff actively encourage children to be as independent as possible. Babies smile in delight as they attempt to feed themselves.

Children welcome the opportunities to carry out small tasks, such as helping to set the table at mealtimes. These regular opportunities help all children, including those with special educational needs and/or disabilities (SEND), to develop the skills and confidence to move on to their next stage of learning.Staff have reasonable expectations for children's behaviour.

They are positive role models who consistently demonstrate to the children how to be kind to one another, take turns and share the resources. Consequently, children develop a sense of right and wrong and are confident to provide reminders to their friends about the 'Golden Rules.' Children are supportive of their friends.

They help them to construct tall towers and cheer in delight when they succeed. This collaborative working helps build a solid foundation for future learning.

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

The setting has recently been acquired by a new provider.

As such, the setting is in a period of change. The new provider and managers collaborate closely with each other to ensure that all children continue to receive good quality care and education.Staff development is a key priority.

Staff speak favourably about the extensive learning opportunities available to them, such as sign language courses. This means staff have a secure understanding of their individual roles, responsibilities and how to support the children in their care.Children enjoy a balanced curriculum.

Staff use the children's interests to help them engage in their learning. Overall, staff are aware of the next steps for children. However, on occasion, they do not use their knowledge of the next steps to extend children's learning.

This does not help some children to build on their prior knowledge.Sufficient staff are in place to support the children. Although, occasionally, they are not deployed effectively, such as during some lunchtimes and group story and song times.

As a result, some children are not as engaged as others in their learning and wander off.There is a strong focus on supporting children's communication and language. Songs, rhymes and stories are intrinsic to everything that staff do.

Staff engage in meaningful discussions with children. This helps children develop an awareness of two-way conversations. Staff repeat set phrases, such as 'splash, splash, splash', as children paint with sponges and introduce words, such as 'ooze'.

This gives the children confidence to use new words in their play.Staff plan ways for children to continually develop their small- and large-muscle movements. Babies have lots of tummy time and opportunities to crawl and develop the muscles needed to walk.

Children press, squeeze and mould dough, which helps to develop the muscles in their hands needed for writing. Older children 'whiz' around on their bikes, skilfully negotiating the space.The curriculum for mathematics is firmly embedded.

Staff use number songs and rhymes to introduce children to counting and number. Older children learn about matching and sorting as they help set the table for meals. Children develop an understanding of mathematical concepts, such as 'half', 'whole' and 'more than'.

This helps children to get a good grounding in early mathematics.Support for children with SEND is good. Staff work with parents and professionals to monitor and assess children's progress.

They make referrals to other agencies when they identify gaps in children's learning. The timely interventions and good partnership working helps children make steady and sustained progress.Staff build positive relationships with parents.

They gather information about the children, which they use to help inform the curriculum and to plan activities. Furthermore, staff provide ideas for parent to carry out at home with their children. This helps to support children's learning.

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: support staff to identify what children need to learn now and next and use this to help build on children's prior learning nenhance the deployment of staff to consistently support children's individual needs.