Kids Planet Kidderminster

What is it like to attend this early years setting?

Children arrive happy at the nursery. They are greeted with warmth by friendly and familiar staff. Children settle in quickly to play with their peers and with their chosen resources. Staff build close relationships with children and know them well. Children readily go to the staff for play, comfort and cuddles, which they receive in abundance. This helps children to feel safe and reassured in their care.

Staff arrange the play environments specifically to engage children in play that interests them. They include opportunities for children to practise their skills and to build on what they already know and can do. For example, older babies practise climbing low-level steps and begin to learn how to turn their bodies to slide down the slide. Older children use their problem-solving skills and work cooperatively to build a walkway from wooden planks and crates. They organise their game and wait to take their turn to walk along. Overall, children behave well. They respond well to staff's reminders to use their good manners, and they are kind to their friends, giving them tools that help them complete their clay models. They receive timely praise for their positive behaviours, which helps them to understand what is expected of them. Children gain the skills and knowledge they need to prepare them for the next stages of their learning.

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

• The nursery curriculum shows clear intentions for what staff want children to achieve to make continual progress. They use assessment information to help them know what each child is ready to learn and provide exciting activities to help them engage in play and adapt their teaching to meet these needs.
• Children enjoy their time at the nursery and are keen to engage in activities. For example, babies explore various-sized pots filled with coloured water and gaze with awe when staff begin to add fresh flowers for them to pick up and examine. The oldest children show a high interest in volcanoes. They share with staff what they know while they follow instructions and select glitter and other resources to create their own volcano. Staff build anticipation as they add ingredients that mix together and cause them to erupt. Children are thrilled as the mixture spills out from their models in a glittery puddle.
• Independence is generally well promoted. For example, children gather their coats and learn to dress with increasing skill. Older children manage their personal care and are proud of their achievements. That said, although children feed themselves well, there is scope to provide further opportunities for all children to develop independence with their use of cutlery at mealtimes.
• Communication and language are promoted well. Staff face babies and speak clearly to read stories. Babies repeat the familiar words they hear. Staff use additional programmes to help them to focus their teaching more precisely to help children to develop their communication skills. The oldest children use lots of descriptive language and know how to take turns during conversations with staff and their peers.
• In general, the daily routines and activities support children's needs. Managers have identified that further refinements are needed to support the differing needs of toddlers to help them remain engaged in purposeful play and learning.
• Children who need additional support and those with special educational needs and/or disabilities receive the timely support they need to ensure they are included well and have fun while they gain the learning they need. This is because staff liaise effectively with parents and the appropriate professionals to tailor the support that is provided.
• Managers ensure that staff complete the required training, such as for paediatric first aid, and are provided with additional opportunities to continue their professional development. Staff have regular opportunities to discuss their work practice and receive the guidance and support they need to continue to build on their knowledge and skills.
• Parents speak highly of the nursery and the progress their children make. They comment particularly on the communication they receive about their child's care and learning, both in the online app and at collection time.

What the setting must and should do next

The provider should:

• provide further opportunities for children to develop independence at the earliest they are capable
• continue the support provided to refine and amend the provision for the varied needs of toddlers to help them engage in purposeful play and learning.