Kids Planet Clifton Lodge

What is it like to attend this early years setting?

Children are happy and are eager to begin their nursery day. They receive a warm and friendly welcome from staff. Children are supported by staff who consider their emotional well-being from the outset. Key persons have effective methods of developing relationships with, and seeking information from, parents so they know the children well. All children, including new babies, develop strong relationships with their key person, which promotes their emotional well-being.

Leaders and staff have high expectations for children, and overall behaviour is good across the nursery. Children display high levels of confidence and self-esteem. Older children are keen to engage in conversation, and babies smile and wave at unfamiliar visitors. Staff support younger children to take turns. Children are praised for their positive behaviour. They are developing important skills that they will need to succeed in later life.

Leaders and staff have created a well-sequenced curriculum with a good variety of indoor and outdoor experiences, with the curriculum for physical development being a key strength of this nursery. Younger babies develop their large-muscle skills and core strength. Staff encourage babies to stretch and reach for their favourite toy during their 'tummy time'. Older children spend time with the sports coach in the outdoors. They enjoy activities that raise their heart rates, such as running and skipping. Children, including those with special educational needs and/or disabilities (SEND) make good progress in all areas of their learning and development.

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

• The curriculum for communication and language development is effective. Babies delight in singing and carrying out the actions to songs such as 'Old MacDonald'. Toddlers are introduced to new words such as 'mixing' and 'squeeze'. Older children hear staff narrating about what they are doing. This helps broaden the range of words children hear. Children are becoming confident communicators.
• Children have many opportunities to become part of their local community and learn about the world around them. They take part in events such as the local carnival. They learn that it is okay to be different and they talk about some of the ways that they are unique. Children gain a good awareness of similarities and differences between themselves and others. This helps to prepare children for life in modern Britain.
• Staff interaction with children is not consistently high during transition times, compared to other times of the day. For instance, children wait for staff to complete their duties, such as setting up for lunch. At these times, children disengage from meaningful play as they lack constructive activities. Therefore, some children are not engaged in meaningful learning.
• Behaviours are generally good. Children are polite and kind to their friends. However, when children display poor behaviour, staff do not always use consistent approaches to manage behaviour. For instance, staff do not always speak to the children about their actions and the impact of their behaviour on themselves or others. At times, children are not always developing an understanding of positive behaviour.
• Staff successfully support children with SEND and pride themselves on the support they give to families. Staff provide children with one-to-one support. They work with other professionals to help children with SEND achieve their best possible outcomes. Additional funding has been used to fund extra sessions throughout holiday periods. This ensures smoother transitions into school and children's next stage in learning.
• Parent partnership is a key strength. Staff work in excellent partnership with parents to encourage the reduction in the use of dummies to promote good oral health. Parents particularly like the learning bags that relate to this subject. They say having stories that they can read with their children helps them to be ready to give up using dummies. This promotes a continuity of learning and enables children to have a sense of ownership in this process.
• Staff feel supported and valued in their roles. Staff well-being is given high priority. They enjoy events such as 'well-being Wednesdays' and daily breakfasts. The manager creates a working environment where staff benefit from ongoing training and support to enhance their skills to ensure children make good progress.

What the setting must and should do next

The provider should:

• support staff to consistently shape and adapt their teaching to implement the curriculum during all parts of the day
• support staff to understand and apply consistent approaches to managing behaviour that ensures all children understand the impact their behaviours have on themselves and others.