Kids Planet Chester

What is it like to attend this early years setting?

Children are happy, content and eager to learn. They show exceptional levels of independence and thrive on the high expectations of the well-qualified staff team. Children form close attachments with staff and peers that give them a strong sense of belonging. Children behaviour is exemplary. They receive lots of meaningful praise for their achievements, which helps to build high levels of self-esteem and confidence. These achievements are purposefully shared with other children and staff. Staff tell children how proud they are of them, and their work is displayed for all to admire.

Children are valued as individuals and play an active part in their own learning. For example, pre-school children have their own committee which considers what they would like to learn next. Children eagerly discuss their interests, outings to the local community and who they would enjoy a visit from. Staff use these interests to plan an ambitious curriculum that provides high levels of stimulation and challenge.

During the COVID-19 pandemic restrictions, staff went above and beyond to stay in touch with all families. They provided a wealth of resources to support the continuation of learning at home. Children's personal, social and emotional development was given high priority. For example, after children returned to the setting, those who were new were given additional support to settle and school leavers attended a virtual graduation ceremony. This supported children's emotional well-being.

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

• The quality of teaching is exemplary. All staff are highly skilled at facilitating learning through play. They work as a team to plan a carefully sequenced curriculum that provides challenge for all children. Staff are attuned to children's strengths and quickly identify areas for development. This ensures that proven strategies to close any gaps are implemented early. As a result, all children, including those with special educational needs and disabilities, make exceptional progress from their starting points.
• Children develop a deep understanding of mathematical concepts from the youngest age. Babies and young children learn to count and talk about different shapes in their environment. Older children become skilful in using tape measures and comparing objects of different sizes. Children are motivated to use this knowledge through play. For example, during imaginative play they consider which planks of wood are suitable for crossing a lava lake.
• Children benefit from a language-rich environment. Staff model language exceptionally well and extend children's vocabulary skilfully. They ask children open questions and provide time for them to respond. Young children develop a love of singing and are confident to share their ideas. Older children are articulate and use complex, well-structured sentences.
• Leaders and managers methodically review the quality of education and recognise the importance of continued professional development. As a result, the highly skilled team is dedicated to helping children achieve their full potential. Staff's well-being is given high priority. As a result, staff feel truly valued and supported. Managers work extremely well with other professionals to provide swift intervention and high-quality support for children.
• Staff are extremely warm and caring. They nurture babies and are always on hand to provide comfort and reassurance when needed. Children are encouraged to settle at their own pace and spend time meeting new friends when moving to other rooms. Consequently, children's emotional well-being is exceptionally strong. Staff encourage children to keep trying and to think of different ways to solve problems. As a result, children gain valuable independence skills and have high levels of self-esteem.
• Children gain an excellent understanding of their immediate community. They enjoy visits from groups, such as the local wheelchair basketball team, and are eager to collect additional resources for play from the local wood. Children have many opportunities to learn about other cultures and are eager to learn about their celebrations. Children sing familiar songs in multiple languages and explore new traditions. For example, children recall a time when they put wellington boots by their fireplaces to receive presents during the Dutch celebration of Sinterklaas.
• Parents are extremely complimentary and state that they cannot praise the setting enough. They are highly involved in the setting and actively participate in children's learning. For example, families who speak multiple languages read stories to children and explain what it is like to live in different countries. This helps children to value their own heritage and learn to respect each other as individuals.