Kids Planet Barrow

What is it like to attend this early years setting?

Staff greet children with a smile as they arrive to start their day at this welcoming nursery. Children demonstrate a real sense of belonging as they separate from their parents and carers with ease. Relationships between staff and children are warm and supportive. Staff have high expectations for all children. They are consistent and fair with their expectations for boundaries and rules. Staff are quick to notice any incidents of poor behaviour and talk to children calmly to help them understand the situation. Staff model positive behaviours and how to treat each other with respect. They use lots of positive praise and words of encouragement. Consequently, children's behaviour is good.

Leaders have a secure knowledge of how children learn. They plan an ambitious and sequenced curriculum that builds on what children already know and can do. Staff are attentive to the needs of all children. They know each child well as an individual. Staff use this knowledge to ensure that every child is included and can access the learning on offer. Staff are patient and caring. They offer children ample time to explore the environment at their own pace. All children thrive and make good progress from their starting points in development.

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

• Staff ensure that children's communication and language is a key focus of development. They understand the curriculum, and this runs seamlessly through the nursery. For example, the youngest children enjoy using musical instruments to develop an understanding of rhythm and rhyme. In addition, staff introduce children to new vocabulary as they ask thought-provoking questions, such as, 'I wonder how we can measure the distance?' They provide children with time to develop their problem-solving and critical-thinking skills. Consequently, children become confident communicators.
• Staff recognise when children need additional support and target their planning appropriately. They make timely referrals to outside agencies and use additional funding to help narrow gaps in their learning. In addition, leaders spend additional funding thoughtfully to provide the extra sessions and resources that children may require. Therefore, children with special educational needs and/or disabilities make progress from their unique starting points.
• Staff carefully consider the curriculum for physical development. For example, when parents comment that their children have developed an interest in tennis, staff implement this into their children's nursery day. Children enjoy practising hitting balls over a net to each other as they develop their hand dexterity, hand-eye coordination and large muscles. In addition, younger children develop their balancing skills as they 'walk the plank'. All children develop excellent physical skills.
• Staff generally help children to develop their independence and autonomy in the nursery. For example, they encourage younger children to feed and dress themselves from an early age. Toddlers confidently dress themselves for outdoor play. In addition, pre-school children form part of the 'eco' committee and take part in planting projects and completing tasks, such as ensuring that lights are turned off when they are not required, saving electricity. Children learn about sustainability and their roles in looking after the world around them.
• Partnerships with parents are strong. Parents say that they are very happy and so are their children. Parents feel that their children are well looked after, and staff keep them well informed about their children's progress. Managers and staff involve parents in supporting their children's learning. For instance, they have regular meetings and ask parents what they feel their children need to learn. Staff provide a lending library with books and activities for parents to use at home with their children.
• Leaders undertake safe vetting and recruitment procedures. Staff say leaders consider their well-being highly. Leaders are reflective and identify areas of strength and areas for improvement. Staff benefit from team meetings, supervision sessions and training opportunities. Leaders recognise the importance of continuing to coach and mentor staff's practice, so that the quality of their interactions is consistently high.
• In the main, children learn about maintaining healthy lifestyles. Staff provide a varied snack and freshly prepared meals. Staff engage children in discussions about the importance of good oral health. Overall, staff encourage children to take part in good hygiene routines. Older children know to wash their hands after playing with soil and going to the toilet. However, staff do not consistently encourage children to extend their understanding of good hygiene and carry out some self-care tasks themselves, such as blowing their own noses and accessing their water bottles themselves.

What the setting must and should do next

The provider should:

• support children to develop their self-care skills further and extend their understanding of the importance of good hygiene.