Kids Planet Linthwaite

What is it like to attend this early years setting?

Children rapidly settle into the nursery's routines and procedures, and staff help children to feel safe and secure. Children quickly learn how to manage their own self-care. For example, they wipe their face and know when they need to wash their hands, politely requesting permission before doing so. Staff make sure self-care equipment is easily accessible. This supports children to independently collect a tissue to blow their nose or help themselves to a drink. Children concentrate for extended periods, persisting at activities they have chosen. They are inquisitive learners, asking questions about the things they are interested in.

Staff read stories with enthusiasm to children. They use expression in their tone of voice to emphasise meaning. Children respond to this by listening attentively, making predictions and naming objects in the book. Books are available in all learning areas of the nursery. This encourages children to look at books by themselves and re-read their favourite stories. The combination of these factors really helps children to develop a love of books and an interest in reading. Leaders use additional funding to support children's physical progress and address any gaps in their learning. All children, including those with special educational needs and/or disabilities, are well prepared for the next stage in their learning.

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

• The planned curriculum ensures children develop competent physical skills. Babies push themselves up from their tummy and challenge themselves to crawl up small ramps. They develop their hand-eye coordination as they roll balls. Older children use tools such as forks, scissors, tweezers and syringes skilfully. They persevere as they make shapes with rubber bands on pegboards. These opportunities help children to refine their finger control and manipulation.
• The staff team consistently develops children's language and communication skills. Staff working with babies copy their babbling and frequently repeat words. Staff working with toddlers emphasise key words to help them name and identify many objects. Staff that work with older children regularly explain the meaning of words. For example, they encourage children to think about similarities and differences between animals and insects. These techniques really help children to widen their vocabulary.
• Older children begin to understand sustainability as they recycle materials. They learn about growth and how to care for plants as they grow fruit and vegetables. Babies observe nature while outdoors in prams. Older children visit a local park. However, staff do not consistently plan to help children to learn about diversity in their own community or the wider world in meaningful ways. This limits their understanding of people and communities that may be different to them.
• Staff frequently develop children's mathematical language and thinking. Babies enjoy simple counting games and anticipate knocking down a tower as staff count to three. They stack shapes in size order. Older children use numbers in their shop role play and compare the lengths of worms. Children begin to recognise numerals and count out loud as they mix ingredients. These experiences develop children's confidence to tackle mathematical problems.
• Children follow instructions given by staff. They sit quietly as they take part in small-group sessions and help to tidy up. Staff talk calmly and quietly to children. However, staff do not promote children's ability to share or resolve conflicts over toys and resources effectively. This means that throughout all age groups, children sometimes take toys from each other. They do not develop a deep enough understanding of the impact their actions can have on others.
• Parents are supported to extend their children's learning at home. For example, the nursery provides a lending library of storybook bags to read together at home. Leaders provide information to help parents with aspects of care, such as bedtime routines, potty training and oral hygiene.
• Staff appreciate improvements that leaders have made to the nursery and the curriculum. This has supported their well-being and helped them to teach the children more effectively. They say they feel well looked after and can talk to leaders if they need support.

What the setting must and should do next

The provider should:

• review the curriculum to ensure it supports children to have rich and meaningful opportunities to learn about diversity in their own community and the wider world
• teach children to understand the impact their behaviour has on others and enable staff to resolve conflicts swiftly.