Kids Planet Hatchford

What is it like to attend this early years setting?

Children are happy and confident in this nursery. Staff understand the skills children need to learn to prepare them well for their move to school.

Opportunities to develop communication skills are threaded throughout the nursery day. Staff read familiar stories to children. Children recall parts of the story and confidently ask questions. Staff respond to children and describe what is happening in the story. They are enthusiastic about leading singing with children. They perform actions to songs, which the children enjoy. Children learn to move in different ways, such as stomping like an elephant. Staff teach them how to make their bodies small and then large, and to freeze when the music stops.

Staff help children to be respectful to each other. They encourage cooperative play where children willingly invite their friends to join them in activities. This supports children to consider others. During play, children recognise when their friends need help and work together to find toys for them. They remind each other of rules and pay compliments to each other and the staff. Children do this without prompting, demonstrating that they are learning to be empathetic and caring.

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

• The nursery curriculum is based on children's interests and what they need to learn next. Staff assess children's development regularly and identify where there are gaps in their knowledge. They use this information to plan activities that capture children's attention and teaches them new skills. The curriculum is understood by all staff. Staff allow children to direct their own learning and are competent in recognising ways to extend children's knowledge and skills further, in the moment. As a result, children are keen to engage in the activities on offer.
• Children learn how to keep themselves healthy. Staff teach them about the health benefits of the food they eat. Children have plenty of opportunities to be physical during both outdoor play and indoor activities. Staff talk to children about brushing their teeth and the importance of this. As a result, children learn to look after their bodies.
• Staff offer opportunities for children to develop their communication and language skills throughout the nursery day. Children engage in story sessions and singing. Staff interact with children during their play and ask them questions. However, staff often ask closed questions, which means that children do not benefit from all opportunities to extend their language skills even further.
• Staff implement care routines that support children to take responsibility for washing their own hands and take care of their toileting needs. Children take responsibility for distributing cups at mealtimes and clean their plates once they have finished eating. However, there are times during the day when staff do not fully consider children's personal space. For example, when children sit at the table during mealtimes, and for some learning activities, staff reach over the top of them. This sometimes impedes children's engagement in the activity.
• Children develop their early mathematics. Staff recognise that children in the nursery require this knowledge before they move on to school. Staff plan an activity where children create 'potions'. Children learn concepts such as empty, full, light and heavy. They learn what happens when different materials and colours are mixed together. Children enjoy making these discoveries and gain new knowledge.
• Leaders are dedicated to improving outcomes for children. They prioritise staff well-being and have successful arrangements for supporting and mentoring staff. They identify where they need to focus staff development and provide opportunities, both internally and externally, for staff to improve their own knowledge and skills. This ensures that experiences for children are continually improving.
• Parents comment positively about the care their children receive at the nursery. They say their children have made lots of progress in a short space of time and they are supported to extend their children's learning at home. They receive regular communication from staff and feel valued as parents. They comment that children with special educational needs and/or disabilities are well supported.

What the setting must and should do next

The provider should:

• support staff to take all opportunities to use open-ended questions to extend children's language and communication skills even further
• support staff to consider children's personal space, particularly when they sit at tables.