Kids Planet Kirkby

What is it like to attend this early years setting?

Managers are passionate about providing the best start for children. The nursery has a welcoming entrance, which offers an 'advice station' that provides helpful information and practical support for parents. Friendly staff greet children at the door and take the time to find out about their sleep, breakfast and general well-being. As a result, parents feel reassured, and children feel safe, secure and ready to learn.

The curriculum is ambitious for all children. Babies are curious to explore exciting treasure baskets. They carefully examine the different objects, textures and sounds. Staff teach new words such as 'slimy', 'press' and 'squeeze'. Staff support children to play using all of their senses as they investigate the toy dinosaurs stuck in the ice. Children develop the muscles in their hands as they use sticks to try and set the dinosaurs free.

Young children are involved in their play for long periods. They make prints in dough with pine cones and explore sensory materials, such as foam, gloop and natural painting materials. These experiences help children to develop their language and thinking skills. Staff have high expectations for children's behaviour. They support older children to play outdoor games together. They offer clear explanations to help them understand the rules. For example, children accept when they are out without question because they understand that they can play this game again.

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

• Managers are clear about what they want children to learn. For example, they offer many opportunities for children to practise skills and repeat movements that develop their physical ability. Staff challenge children to navigate an obstacle course outdoors. Young children know they must lift their knees high over the hurdles to clear them and replace them in the correct position when they knock them over. As a result, children build confidence and resilience, which helps to lay strong foundations for future learning.
• Key-person arrangements are well established. Staff know children very well. For example, they use screening tools to track and assess language skills and involvement levels. Staff use this information to identify any developmental delays early. They take swift action to refer to agencies and develop individual support plans. As a result, children get the targeted help they need to close any gaps in learning.
• Children have many opportunities to develop good language skills. Staff read stories and sing songs to children regularly during the day. Rooms are regularly adapted to support children's speech and language development. For example, staff plan a role-play 'doctors' area, following children's routine vaccinations. Staff teach new vocabulary, such as 'patient', 'appointment' and 'immunisations'. This helps children build new knowledge linked to their prior experiences.
• Staff deployment is usually effective. However, at times, staff deployment means that children do not always receive the individual support they need to engage fully with some activities. Staff do not always place themselves close enough to children to offer additional support during story times. In addition, staff are preoccupied with other tasks during lunchtimes, leaving children with less support. As a result, at some key transition times, children are distracted and less engaged in their play and learning.
• Staff support children to achieve positive behaviour effectively. They explain that the children must wait patiently for their turn to tap out the syllables in their name with the maraca. Children respond positively. They smile at their friends and say 'there you go' as they pass the maraca on. Staff praise their good behaviour, which helps to motivate children to repeat it in the future.
• Children have many opportunities to do things for themselves and develop their independence. They follow good hygiene routines as they wash their hands before eating. Younger children scrape their own plates after lunch and wash their faces. Ultimately, children enjoy this sense of responsibility, which helps to boost their confidence and self-esteem.
• Parents are involved in their child's learning from the start. They value the close relationships and regular progress updates. Staff share the effective communication strategies used in nursery with parents to help support their children at home. For example, parents use visual symbols at home to help children understand the routines of tooth brushing or bedtime. This consistent approach helps children to make very good progress.
• Managers have a good insight into staff training needs. They find creative ways to motivate staff and engage them in their professional development. Staff are encouraged to celebrate each other on the 'shout out board' in recognition of their strong practice. This helps staff feel valued and builds a sense of pride in their work with children.

What the setting must and should do next

The provider should:

• strengthen the deployment of staff across the nursery at key transition times to meet the needs of all children.