Kids Planet Bubbenhall

What is it like to attend this early years setting?

Children thrive in this warm, welcoming and exciting environment. They settle easily, separating well from their parents. They are delighted to see their friends and quickly become involved in the activities. Staff plan a wide range of interesting activities that they know children will enjoy and which continually support their individual learning needs. Relationships between children and staff are strong. Children enjoy involving staff in their play. They are keen to show them what they are doing and what they have made. For example, they make them a pretend cup of tea using water and flower petals. Staff are mindful that some children are wary of visitors to the nursery and provide cuddles and reassurance to children where needed. This helps children to relax and feel secure.

Children behave well. They listen to instructions and respond quickly to requests made of them. From an early age, staff encourage children to use their manners, to show kindness to their friends and take turns as they play. Staff have high expectations regarding behaviour. They use resources well, such as 'The Colour Monster' book to support children as they learn to recognise their emotions and feelings. Children's confidence and self-esteem blossom through the praise and encouragement staff bestow on them.

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

• Since the last inspection, the manager and her team have worked tirelessly to enhance the nursery, the environment and the service they provide. Effective recruitment and induction procedures are established. Staff meet regularly as a team to share their thoughts and ideas. In addition, regular team days take place, such as to prepare the allotment in readiness for planting and growing activities with the children.
• Staff's mental health and well-being are a priority. Managers and parents recognise the staff's work, and awards, such as employee of the month, are given in recognition of this. Professional development opportunities are identified and accessed, which continually builds on staff's knowledge and skills.
• An effective key-person system is firmly embedded in practice alongside a secondary key person to ensure consistency for children and parents should staff be on leave or off sick. Staff spend time getting to know as much as they can about children from their parents, which helps them plan for children's individual needs from the start.
• Staff have spent time developing and implementing an interesting curriculum for all children. There is a strong focus on communication and language development. Staff introduce new words to the youngest children, and as children's language develops, staff and children engage in conversations. However, sometimes, staff ask questions but do not always give children chance to answer before asking another question. Quieter, less confident children are not always heard. For example, when staff introduced paint to a group activity, those children who were quieter were not always heard over the more confident children. Consequently, they did not always get their choice of paint.
• Parents are very happy with the service provided. They comment on the warm, loving atmosphere that staff create and the care and attention that they give to the children. Parents are made aware of the ethos of the setting and the nursery policies and procedures at the start of their child's placement. They particularly like the online app that is used to aid communication between home and nursery. The nursery operates a lending library so that children can choose books to take home to share with their families.
• Staff regularly observe and assess children's progress and development. This helps them to plan interesting and challenging activities so that children make the best progress in their learning. Staff work closely with the special educational needs coordinator (SENCo) when possible gaps in learning are identified. Procedures for supporting children with special educational needs and/or disabilities (SEND) are in place.
• Children's safety is paramount. Security measures within the nursery are good. The premises are secure and records of visitors are maintained and their identification checked.
• Children love spending time outdoors being active. They run, jump, and climb on a large tractor tyre that is partially buried in the ground. Staff remind children about safety as they jump off apparatus. They tell children to remember to bend their knees so they do not hurt themselves. Children gather planks of wood and work together as they use tools and pretend to extend the castle climbing frame. All of the children enjoy looking at and interacting with the sheep in the adjoining field. They call the sheep, who in turn come closer to the nursery fence and bleat, which particularly delights the babies.

What the setting must and should do next

The provider should:

• consider ways to give children time to think about questions they have been asked, prepare their thoughts and respond
• review group activities to ensure that those quieter, less confident children are heard and engage fully.