Kids Planet Edinburgh Way

What is it like to attend this early years setting?

The manager has devised an ambitious curriculum that supports children in all areas of their learning. Babies are progressing well in their physical development. They strengthen their hand muscles through experiences such as stirring the home-made play dough mixture. Staff help toddlers develop their vocabulary by introducing new words as they explore different textures on a sensory walk. Pre-school children develop their mark-making skills as staff encourage them to sign themselves in. Staff are in tune with what excites children and motivates them to learn. For example, they skilfully support babies' love of music by engaging them in a range of instruments to bang and move their bodies in rhythm to. All children are making good progress and developing positive attitudes towards learning.

Staff take a consistent approach to supporting children's behaviour. Children are encouraged to share and take turns. They are developing a strong understanding of respect for others. Personal, social and emotional development is at the heart of this nursery. Staff provide ample opportunities for children to develop their independence. At mealtimes, children are given important tasks, such as setting the table, to develop their sense of responsibility. As a result, children are highly independent. The manager's vision for the setting is to provide every child with a voice. This is implemented exceptionally well by staff. As a result, children are extremely happy and secure.

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

• The manager is passionate about achieving a high quality of education for children. She continuously reflects on practice, which has resulted in highly reflective staff. Pre-school staff precisely identify the areas of learning where children may need support, such as literacy. They address this by implementing mark-making resources in all areas of the room. This practice helps ensure that children are progressing well in all areas of their learning.
• Leaders provide good training opportunities for staff to develop the quality of their teaching. However, the impact of this is not yet consistently embedded throughout the nursery. As a result, some staff do not seize opportunities to interact with children and further extend their learning.
• Staff support children's communication and language development. They develop babies' conversational skills through simple responses and good eye contact. Some staff clearly identify learning opportunities during interactions with children and respond accordingly to develop children's language skills. Children are provided with opportunities to extend their vocabulary.
• Children with special educational needs and/or disabilities (SEND) are making good progress. The special educational needs coordinator (SENCo) and staff know the children extremely well. They use this knowledge to provide an environment and tailored support that meet children's individual needs. For example, staff recognise when transition periods affect children's development and quickly put strategies in place to support them. This swift action helps prevent children falling behind.
• Staff have high expectations for children's behaviour throughout the nursery. This consistent approach helps children understand what is expected of them. For example, pre-school children learn to follow the 'golden rules', such as using 'kind hands'. Younger children learn how to be kind to others by hearing and joining in with familiar songs. Children display a good understanding of managing their own behaviour.
• Enormous consideration is given to children's health and emotional well-being. The manager has carefully considered the greater emotional needs of some children and adapted the environment accordingly. As a result, children are exceptionally calm. During mealtimes, staff skilfully teach children about where their food comes from and what a healthy diet looks like. Children are meaningfully learning how to keep themselves healthy.
• The voice of the child can be heard in abundance. Children's views are highly respected. Staff skilfully identify non-verbal cues babies use to show their preferences. These are displayed in the room so all staff can effectively support their individual needs. Older children have a pre-school council where they provide views on what they would like to learn while at nursery. Children are extremely secure and have a strong sense of belonging.
• The manager promotes an inclusive setting. For example, staff transform into 'food regulators' at mealtimes to support children with allergies. Parents comment on the excellent procedures in place for children with dietary requirements. Staff create a safe environment where all children are included.

What the setting must and should do next

The provider should:

• support staff to enable them to provide consistently high-quality interactions for children to further support their learning.