Kids Planet Appleton Thorn

What is it like to attend this early years setting?

The warm, responsive staff greet children as they happily arrive at the setting. Staff form strong relationships with the children and families in their care. The manager and her team have clear expectations for children's learning. They focus on promoting children's personal, social, emotional and physical development. This prepares children for later life.

Children show that they feel safe and secure as they freely explore the well-organised, fun space. They seek out their friends and key people to invite them into their play. Staff offer children lots of praise and encouragement, which help to boost their confidence and self-esteem. Children have a variety of opportunities to extend and practise their developing skills. Staff plan activities to build on children's interests. Younger children excitedly explore the sensory tray with police cars. Older children hunt for treasure while being pirates. This helps children to develop their imagination and show curiosity in their play.

Staff teach children how to manage their feelings and behaviours. At circle time, the children talk about the different emotions and how they are feeling that day. They begin to develop empathy and an understanding of the emotions of others.

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

• Staff promote children's communication skills and love of reading. They provide a variety of rich texts around the nursery. Children can often be seen enjoying looking at books by themselves, with staff, or enjoying a story as a whole group. Staff use expressive voices while reading. They encourage children to join in with the main events in the book. This enhances children's communication and language development.
• Staff have high expectations of children's behaviour. They help children to understand the value of making 'good choices', and this is reflected in children's positive behaviour. Children develop a positive sense of themselves. Older children enjoy whole-group times and are learning to sit, listen and concentrate. This prepares them for later learning.
• Staff offer great opportunities for children to improve their physical development and well-being. Children learn how activities can contribute positively to their mental health. For example, staff provide weekly yoga sessions for all age groups. Children experience managed risks and help each other to climb ladders safely. Staff provide challenging structures for children to freely explore and climb. As a result, children have excellent core strength, coordination, agility and confidence.
• Leaders have embedded effective assessments so that any gaps in children's development are swiftly identified. The experienced and knowledgeable special educational needs coordinator works closely with parents, staff and outside agencies to plan and implement shared strategies. Children with special educational needs and/or disabilities (SEND) receive tailored support and resources to support their needs. This helps children with SEND to make the best possible progress.
• Staff benefit from focused training opportunities and receive support through coaching and mentoring. This promotes improvements to the quality of teaching. Leaders place an extremely high priority on staff well-being. Staff say they feel valued and are clearly committed to providing quality care. This impacts on the education that they provide for all children.
• Staff have a good knowledge of what they want children to learn. They follow children's interests and plan exciting activities that children are eager to be involved in. However, sometimes, staff do not tailor activities to what they want children to learn next. At times, the activities planned do not build on what children already know, to enhance and deepen their learning further.
• Children learn about nature and the world around them. For example, they enjoy regular walks in the local community, where they interact with a range of people and places. Children have visits from people who help them, such as the local police officers. This helps children to learn about different occupations and creates an interest in the lives of others.
• Strong partnerships with parents contribute to children's development. Parents speak highly of the setting. They comment on how staff create a welcoming and homely environment for children. Induction sessions and regular updates on children's development ensure that parents stay well informed. Parents are involved in their child's day as staff share regular information with them. The consistency between the staff and parents helps children to have a love for learning and make good progress.

What the setting must and should do next

The provider should:

• support staff to specifically build on what children need to learn next, through the planning of activities.