Kids Planet Bredbury

What is it like to attend this early years setting?

Staff provide a nurturing environment where all children thrive. Staff form strong relationships with children and are attuned to their individual needs. For example, when children are feeling sad, staff quickly reassure them with cuddles. This supports children's overall well-being. Children demonstrate that they feel safe and secure. Staff are passionate role models and support children to understand the rules of the setting. For example, staff model to children how to share resources. Staff offer praise to recognise children's achievements. This boosts children's self-esteem and supports them to develop a 'can-do' attitude towards their learning.

Staff introduce children to new concepts beyond their own experiences. For example, children visit and join activities with older residents in the community. This inter-generational work helps children to learn about people in their community. Staff support children to develop respect for their environment. They have an eco-council of children, who have recently taken part in recycling bottle lids. This has been turned into a vibrant mural in the local community. These opportunities help children to become respectful members of the community.

Staff provide a curriculum that supports children to develop their physical skills. Babies practise pulling themselves up to stand and crawl across wooden beams. This helps to develop their core strength. Younger children develop their gross motor skills as they practise tipping and pouring. Older children practise throwing beanbags into hoops and jumping with two feet. They show good coordination skills. Children show positive attitudes towards their learning and make good progress in their development.

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

• Children develop a love of books and rhymes throughout the setting. They independently look at books in the quiet area, turning the pages and making sounds as they point to the pictures. Staff read with enthusiasm and animation. They encourage children to join in with phrases and actions of songs and stories. Children make good progress in their literacy development from an early age.
• The curriculum for communication and language is a real strength. Staff support babies to match single words to actions. Children explore the dough, and staff and children say and repeat 'pull'. Older children engage in back-and-forth conversations and recite key facts about life cycles. For example, they explain that 'caterpillars build cocoons'. This broadens children's ever growing vocabulary.
• Staff model music and movement routines that they have created to promote children's early mark-making skills. Children copy movements modelled by staff, holding material as they move and dance. Following this, children observe the staff as they move and draw their interpretations of the movements on paper. Children are developing their hand-muscle strength to help support their early writing skills.
• Staff support children to develop healthy lifestyles. Hygiene procedures such as handwashing are implemented well. For example, children wash their own hands before mealtimes and learn about the importance of washing germs away. Children develop an understanding of what contributes to their own good health.
• Children with special educational needs and/or disabilities are well supported. Staff closely monitor children's development and identify gaps in children's learning early on. They work in partnership with parents and professionals to plan and implement targeted interventions. Leaders use additional funding to support children's interests and to meet their individual needs. This helps to close gaps in their learning quickly.
• Staff have developed a well-sequenced curriculum that builds effectively on what children already know and can do. They implement opportunities to build on children's next steps in learning. However, some of the activities and routines provided do not always support children to be fully engaged. For example, during group times, some children lose focus and wander off to play with other toys or refuse to join in. During these times, their learning is not fully supported.
• Partnerships with parents and carers are strong. Staff support parents and offer advice with aspects of parenting such as toilet training. They regularly share photos and information about children's learning with parents through the online system. This helps to maintain consistency in children's learning at home and within the setting.
• Staff's well-being is given high priority. Leaders provide effective supervision and coaching for all staff. Professional development opportunities are in place to ensure that staff have the necessary skills to support the children in their care. This helps to ensure that children receive a good quality of education.

What the setting must and should do next

The provider should:

• support staff to consistently maintain children's engagement in their learning experiences.