Kids Planet Duston

What is it like to attend this early years setting?

Staff develop strong bonds with children. They spend time getting to know children and their families before they begin at the nursery. Staff plan a curriculum that includes daily visits to local parks and areas of interest. They make sure that all children learn about road safety and how to keep themselves safe outdoors.

Leaders focus on ensuring that all children access a broad and interesting curriculum. They use additional funding effectively to make a positive impact on disadvantaged children's progress. Children with special educational needs and/or disabilities (SEND) are well supported. Staff work successfully with other professionals to smooth children's transition on to school when the time comes.

Staff encourage children to develop their listening and attention skills. As a a result, children develop positive attitudes to learning as they focus on activities for extended periods of time. Staff teach children how to share and play cooperatively with their friends. Staff encourage children to express their thoughts and feelings. Staff are attentive to children's needs while encouraging their independence. Children show genuine affection for staff and snuggle in for a cuddle as they listen to a story. Children are happy and settled at the nursery.

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

• Leaders make sure that all those working with children are safe to do so. Leaders follow safer recruitment policies and make sure all staff undergo appropriate checks before starting work at the nursery. Staff are well supported and access a range of professional development opportunities. Leaders make sure that staff fully understand their roles and responsibilities.
• Staff teach children good manners and manage their behaviour well. For example, toddlers wait patiently for their turn to serve themselves lunch. They are respectful of others and listen well to staff instructions. When any disputes arise, staff manage these effectively and remind children how to be kind. Children behave well and share toys with their friends.
• Staff support children to become increasingly independent and to manage risk effectively. During a visit to the park, babies are supported to climb up steps to a slide while staff hold their hands. Babies enjoy the physical challenge and learn to climb carefully as they develop strong balance and control. They shriek with excitement as they slide down and are caught at the end by staff who praise their efforts, Children are learning how to develop their own sense of risk through play.
• Children are provided with a wealth of opportunities to develop healthy lifestyles. They receive freshly cooked, healthy meals each day. Parents state that children who speak English as an additional language, have developed an understanding of the word 'seconds' as they enjoy their food so much they ask for another serving. Children have access to fresh air and exercise each day at local parks. All children are gaining a confident understanding of how to keep themselves fit and well.
• Staff demonstrate a well-embedded knowledge of equality and diversity. They understand that children attend the nursery from a range of different families and backgrounds. Staff know families well and make sure that all are included in celebrations and events. This helps to foster a strong sense of community and cohesion. Children learn that families can be different but that all are valued.
• Children's language and communication skills are well supported. Staff take time to get to know children's first language when this is not English. They develop a working knowledge of key words and phrases that children may use in their home language. Children beam as they join in with the words and actions to nursery rhymes and are able to begin to hold back and forth conversations as their language skills progress. Staff use a range of effective strategies to help children to learn how to communicate with their friends.
• The curriculum is appropriately sequenced and becomes more challenging as children begin to get ready to leave the nursery for school. Older children are well prepared for the next stage in their education. They enjoy learning about our sense of smell as they add lemon juice to play dough. Sometimes. activities are not closely linked to what children need to learn next. On these occasions, children are not always clear what is expected of them.

What the setting must and should do next

The provider should:

• strengthen planning in order that activities consistently focus on what children need to learn next.