Kids Planet Denton

What is it like to attend this early years setting?

Staff create a warm and nurturing environment in which children can grow and develop. Staff are aware that children learn best when they feel safe and secure. Staff take the time to get to know the children and plan an inviting range of activities based on the children's interests. Babies seek out specific staff for comfort and reassurance. This means that they settle quickly. Older children are confident to talk to the inspector and explain to them what they are doing. Children show consideration for others when they ask the inspector if they need a table for their laptop.

Staff are aspirational for children and plan a wide range of learning opportunities. As a result, children develop positive attitudes to learning. They persevere at difficult tasks such as completing a jigsaw puzzle or using the rope to climb up the slide. Children 'high five' one another when they succeed. Consequently, children cultivate a positive sense of self and confidence in their abilities. Children acquire a love of reading. The youngest children take pleasure in sitting with staff to read a book. Older children enjoy reading a favourite story with their friends. In addition, children regularly take books home to read with their family.

Children behave well. They play well together and any minor issues are managed well by staff who encourage them to share and take turns. Older children are confident to tell their friends when they are 'not being kind' to them. This helps children to think about what they are doing and to change their behaviour.

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

• Managers work in partnership with the new provider to implement the new curriculum and ways of working. Staff are excited about the future opportunities for themselves and the children. Staff training, development and well-being are key priorities for the provider. Consequently, staff receive the right training and support to fulfil their roles.
• Children engage with a fun and stimulating curriculum that builds on their interests. They like to try new activities, such as searching for spiders and insects in the garden. However, during some group activities, staff focus on the overall learning and fail to consider how they will meet the children's individual learning needs. Consequently, some children do not make as rapid progress.
• Overall, staff support children's emerging communication and language skills. Most staff identify language to enhance children's communication. As a result, children use words such as 'slimy', 'overflow' and 'sticky' to describe what they are feeling and seeing. However, staff do not always consistently encourage children who speak English as an additional language to communicate in group activities. This hinders the children's ability to develop ways to communicate with others.
• Songs and rhymes are integral to everything the setting does. Songs are used to help children understand the flow of the day and what is happening next. For example, the children eagerly take part in the 'Welcome' song to greet their friends.
• Pre-school children count confidently to five and some beyond. They use mathematical language, such as 'bigger', 'tallest', 'shortest' and 'more or less than', well. Staff use counting songs well to introduce younger children to numbers and counting. Children recognise shapes and number in the environment. Consequently, children develop an awareness of early mathematical language and concepts.
• Children's physical development is well supported. Older children learn to take risks safely as they use climbing equipment and safely negotiate the outdoor space on wheeled resources. Babies use furniture to pull themselves up and develop the strength to walk unaided. Children use tools such as scissors and rolling pins with increasing control. This helps them to develop their small and large muscles.
• Staff place a strong emphasis on helping children develop independence skills. Babies happily attempt to feed themselves. Older children learn to serve their own meals, to tidy up and to dress themselves. Children have a strong can-do attitude and often decline staff's offer of assistance, telling them, 'No, I can do it.' Consequently, children develop a range of life skills that help them to prepare for future learning.
• Support for children with special educational needs and/or disabilities (SEND) is carefully considered. Staff work closely with parents, schools and professionals to ensure that children receive continuous support and guidance. This helps children to make steady progress.

What the setting must and should do next

The provider should:

• support staff to focus more precisely on individual children's next steps during adult-led activities
• consistently support children's communication and language development, especially for those children who speak English as an additional language.