Kids Planet Adswood

What is it like to attend this early years setting?

Children have a fantastic start to their education at this nursery. They spend every moment learning new and exciting things. Children form close relationships with staff members. They are eager to involve staff in their play, for example asking staff to taste their mud soup. Children are safe and happy. They explore the rooms freely and confidently, investigating the wealth of resources on offer. Children of all ages have access to dedicated outdoor spaces that are stimulating and designed to support their learning. Children become avid explorers in the sensory garden. They develop their small-muscle skills as they make sensory potions with herbs and spices.

Staff have the highest expectations of children, which contributes to the excellent progress all children make. Children are encouraged to use their imaginations. For example, children draw their plans for a house. Groups of children collaborate and work together to build the house with wooden planks and large blocks. Children show kindness and empathy to others. Their behaviour is consistently excellent. Children demonstrate impeccable manners and follow instructions without hesitation. Children fully understand the rules and what is expected of them. Older children learn responsibility and leadership skills as they are given jobs throughout the day. Children are at the centre of everything the nursery does. They are treated as the unique individuals that they are.

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

• Every staff member knows their key children inside and out. They understand exactly what each child needs to learn next and know what activities they will provide to support this learning. Staff continually observe children to inform their decisions about what to teach children. All children, including those in receipt of additional funding, make outstanding progress in their learning.
• Children become immersed in the engaging activities provided by staff. For example, children are captivated as they plant seeds with staff. Children search for a sunny spot to put their pots to encourage the seeds to grow. Later, children are eager to check on their seeds and to water them. They remember what they have learned in great detail.
• Physical development is supported exceptionally. Children are encouraged to move in different ways during daily movement sessions. They explore the concepts of exercise on their pulse rate, being out of breath and their temperature. Children understand the benefits of exercise on their bodies.
• Robust systems are in place to support children with special educational needs and/or disabilities (SEND). Children who require additional support are identified quickly. The nursery works closely with the local authority to source additional support that children require. Children with SEND make the best progress they are capable of.
• Babies are highly stimulated as they visit the sensory room at the attached children's centre. They develop resilience as they climb the soft-play equipment. Staff encourage babies to persevere when they find it difficult. Babies are fascinated by the music and stare in wonder at the different coloured lights. They beam as they sing and dance, promoting their understanding of rhythm and music.
• Children are supported to develop superb independence skills. For example, toddlers use tongs to serve themselves lunch and pour their own drinks. They take turns, showing patience as they wait for their turn. Mealtimes are a social occasion where children socialise and communicate with their peers.
• Children have opportunities to visit the dentist at the attached children's centre. They sit on the chair and ask questions. Children take learning bags home containing toothpaste and toothbrushes, with information to support oral health. This promotes children's self-care skills and knowledge of how to keep themselves healthy.
• Staff challenge children to take appropriate risks in their play. For instance, as children climb on the climbing frame, they are unsure if they can make it to the top. Staff sensitively support children to take one step at a time, encouraging them to persevere. This supports children's confidence and self-esteem. Children are very proud when they succeed in climbing to the top.
• The nursery has an excellent relationship with the attached children's centre. They work in partnership to signpost early support for children and families, such as health visitors and speech and language therapy. They offer a team approach to support children's development and readiness for school. For example, they work together to support children to use the toilet independently.
• Managers and leaders are inspirational and passionate. They consistently promote a culture of improvement. Staff complete regular training that is responsive to children's needs. Staff well-being is a key priority. Exceptional staff practice is celebrated and staff feel well supported to fulfil their roles.
• Partnerships with parents are excellent. Parents praise the communication they receive. The setting regularly sends home activities and ideas to help parents continue and extend children's learning. For example, a lending library allows children to take home books to share with family. This promotes children's early literacy and helps to embed positive parent partnerships.