Kids Planet Salford

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

The culture of safeguarding at this setting does not consistently promote children's safety and welfare. Child protection concerns are not always identified by leaders, and appropriate action is not taken in a timely way to safeguard children. This puts children at risk of harm.

Although appropriate safeguarding training is available to staff, the provider has not ensured that all staff, including managers and leaders, understand their role and responsibility to identify and manage safeguarding concerns in line with local procedures. Leaders have designed a curriculum that focuses on social and communication development t...o help prepare children for school. However, staff do not always implement the curriculum effectively to build on each child's individual needs.

As a result, children's learning opportunities lack purpose. Furthermore, due to inconsistencies in staff deployment, many babies are not in a room with their key person. This means babies do not always build strong relationships with a familiar adult, which does not promote their development positively.

Older children are more confident in their environment. They enjoy exploring the activities provided to them. Children benefit from story time sessions.

They join in enthusiastically with songs and rhymes and are exposed to books. This helps them to develop some appropriate literacy skills. Children behave well.

They play and learn with a positive attitude.

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

Staff with a lead safeguarding responsibility are not proactive in seeking advice and reporting child protection concerns in a timely manner. There is an appropriate safeguarding policy in place.

However, potential safeguarding concerns are not recognised and referred to child protection agencies in line with safeguarding guidance. This has a significant impact on children's well-being.Although staff receive regular safeguarding training, the provider has not ensured that it is effective.

Following a recent safeguarding concern, staff were unable to identify potential safeguarding concerns and did not know the correct procedure to follow to raise their concerns. This compromises the welfare of children.The key-person system is not effective.

Babies are often cared for by staff who do not know them well. This prevents staff from building positive relationships with babies and being able to meet their individual needs. Furthermore, staff do not always understand what children's next steps in learning are.

This does not support their good progress in learning and development.The nursery curriculum is not broad or sufficiently individualised. For example, staff provide interesting activities to promote the overall curriculum intent.

However, staff do not know how to focus these activities. For example, children paint with pom-poms but staff are unclear how this supports their unique development. As a result, much of children's learning is incidental.

Children do not learn the key skills they need across some of the areas of learning.Staff lead spontaneous and planned story times. This helps to encourage children's new language development.

However, the organisation of literacy activities is inconsistent. For example, during toddlers' story time, staff do not remove distractions. This means not all children are able to listen, concentrate and benefit from these experiences.

Staff support children's developing independence well. For example, staff support toddlers to recognise their own drinking cup. Older children learn how to remove and hang up their outdoor clothes.

This means children develop the self-care skills they require for their onward education.Children with special educational needs and/or disabilities or who have delays in their learning are supported suitably, such as through one-to-one support. The provider also has a sound understanding of the needs of the families and community they serve.

They offer appropriate support for their different circumstances. For instance, support for families who speak English as an additional language is well considered. Parenting courses are offered in a variety of languages and translation is available to support communication between nursery and home.

This enhances parents' ability to be fully involved in their children's learning.Children learn to lead a healthy lifestyle. Staff support them to develop effective hygiene skills, such as washing their hands prior to eating nutritious meals that are freshly prepared in the nursery.

Children enjoy their time outdoors in the fresh air. They learn to kick a ball and how to ride a tricycle. This enables children to gain some physical skills.

Safeguarding

The arrangements for safeguarding are not effective.There is not an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date ensure that all staff receive training that enables them to identify the signs of possible abuse and neglect at the earliest opportunity 20/01/2025 ensure all staff, including those that lead on safeguarding, have a secure understanding of the safeguarding policy and procedure, and know how to put the procedure into practice 20/01/2025 ensure that designated safeguarding leads understand their responsibility for liaison with local safeguarding partners 20/01/2025 ensure there is an effective key-person system in place to provide care and education, which is tailored to all children's individual needs 27/01/2025 support staff to implement a broad and well-sequenced curriculum, which meets the individual learning and developmental needs of all children.

03/02/2025