Kids Planet Bluebell Lodge

What is it like to attend this early years setting?

Children thrive in the stimulating setting where leaders strive to continually raise the standard of teaching and care. Children settle quickly and develop a sense of belonging and self-confidence. They are keen to share their knowledge and talk to visitors about their day, demonstrating their feelings of safety and security. Children are polite and respectful as they keenly meet the high expectations of staff. Children's behaviour is excellent. They work together and follow instructions proficiently. Children understand that well-embedded routines help to keep them safe. For instance, children line up excitedly while preparing for an outing. They know to stay in certain areas as staff talk them through final safety checks before setting off.

Children demonstrate positive attitudes towards their learning as they focus and engage particularly well during group activities. Children are inquisitive and staff inspire them to love learning. For instance, children express delight as they make colourful volcanoes during a science experiment. Children confidently use new contextual vocabulary that staff have taught them as they broaden their experience and understanding. Children demonstrate excellent progress across the broad and exciting curriculum, due to the high standard of teaching throughout the setting.

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

• Sport and physical activity are key themes at the setting where skilled sports coaches deliver regular sessions to children. Sessions are planned with children's key staff, to promote children's specific physical skills that link to their individual targets. As a result, children demonstrate well-developed physical skills and a mature understanding of how to keep their bodies healthy. Children develop good habits for healthy lifestyles and a love of sports.
• Staff actively promote outdoor learning. They complete rigorous training to support their understanding of the benefits to children's learning and overall well-being. Outdoor learning and outings are well planned to build on children's knowledge and skills. These activities also help children to learn about their own and other communities. Children learn about nature and sustainability. For instance, they find out how to recycle and reuse different materials. This helps to build on their understanding of responsible citizenship.
• Staff demonstrate a passion to develop their understanding of child development. They complete training to support a variety of approaches and plan activities to match children's preferred learning styles. This helps all children to benefit from individually tailored learning to make the best possible progress.
• Leaders encourage all staff to develop their skills and knowledge. A wide variety of training options are available through the group training academy. This helps to continually raise the quality of teaching supporting the best possible outcomes for children.
• Staff teach children to understand their emotions and to discuss their feelings. Children develop their emotional literacy through a well-sequenced curriculum. As a result, children demonstrate thoughtful personal skills. For instance, they notice when someone else might be hungry or upset.
• Leaders and staff promote children's language skills as a priority. Staff use Makaton signs to support children's early communication. Regular language sessions support children in pre-school to gain the knowledge they will need as they move on to school. Children are articulate and fluent in their communications.
• Staff plan a programme of activities throughout children's pre-school year to help them and their parents prepare for the move on to school. They meet children from linked nurseries, who will attend the same schools. This helps them to build friendships before their move. Children regularly visit their new schools in the lead up to their transition. Consequently, children talk excitedly about school and confidently look forward to the next stage of their education.
• Leaders demonstrate a robust understanding of the needs of families in their local area. Leaders provide a wide range of additional activities for children to try, such as music and dance sessions. Parents are invited to join sessions such as baby massage where they learn more about caring for their baby. Additional funding is used to ensure that all children and families can access these opportunities. This helps to support all families and children to broaden their scope of experience and to develop new interests.
• Leaders prioritise communication with parents ensuring that they are an integral part of their children's learning. Parents praise staff's open and honest dialogue and know that they can approach them for advice and support. This helps to build strong relationships with parents, supporting consistency in children's care and learning.
• Children with special educational needs and/or disabilities (SEND) are supported very well and additional funding is spent thoughtfully. Staff proficiently identify gaps in children's development through meticulous monitoring and assessment procedures. They work closely with parents and other professionals to implement interventions to close gaps swiftly. This supports all children to exceed expected progress from their starting points.