Kids Planet Litherland

What is it like to attend this early years setting?

Children thrive in this inviting, warm and welcoming setting. All children, including those who are very new to the setting, are extremely happy and settled. Staff work very hard at the start of placement and throughout children's time at the setting to meet their individual emotional needs. Babies snuggle into their key person and enjoy lots of cuddles. Older children ask for help when they need it. They confidently chat to visitors and tell them all about what they enjoy most about the setting.

Children behave well and understand what is expected of them. For example, older children explain to visitors how they need to share the toys and wait for their turn. In addition, they are beginning to develop an understanding of their own and others' feelings. For example, when they hear a baby cry, they tell staff that the baby is 'sad'. Toddler's quickly adapt their behaviour with gentle reminders from the staff. They know they can go to dedicated reflection spaces to rest and relax or have time away from their peers and be by themselves.

Leaders and staff understand that children have had some limited experiences during the COVID-19 pandemic. They particularly understand that children need more support with their personal, social and emotional skills. Staff use what they know about children to construct an ambitious curriculum in this area of learning. Early years funding to is used well to train staff and buy purposeful resources. These further enhance and support children's whole development. In addition, staff implement personalised transition arrangements for those children who are leaving to go to school. As a result, identified gaps in children's learning quickly close and children are well-prepared for the move to school.

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

• Leaders have a clear intent for the curriculum and what they want children to learn. As a result, all children make good progress. However, more could be done to challenge children further through play and at routine times of the day. For example, so that children can think more, follow their own ideas and develop their self-help skills even further.
• Partnerships with other professionals involved in children's learning and care are a real strength of the setting. Staff, with support from the special educational needs coordinator (SENCo), provide targeted one-to-one sessions and implement children's individual education and care plans well. The SENCo is passionate in her role. She ensures children swiftly get the support they need. As a result, children make excellent progress, relative to their individual starting points.
• In the main, staff model language well. For example, as babies taste lemons and limes, staff introduce words such as 'tangy'. When older children pronounce words incorrectly, staff repeat the correct word back to them. This helps children to build their vocabulary. However, on occasion, children's enjoyment of stories and their listening and attention skills are lessened. This is because children's enjoyment and participation are interrupted by routine activities, such as nappy changing and cleaning up after mealtimes. As a result, not all children engage fully in the story.
• Children develop well in mathematics. For example, younger children are encouraged to count out how many pieces of banana bread they have. Older children understand more complex concepts, such as place value, addition and subtraction. For example, when playing in the role play shop, children correctly hand staff two oranges and three limes when asked.
• Parents speak highly about the setting. They feel that are kept very well informed about their children's learning and describe staff as 'wonderful'. Partnerships with the local schools and other settings children attend are also strong. This joined-up working ensures that children make the progress they are capable of.
• Children eat healthily and are encouraged to develop positive attitudes to care for their own oral health. Babies have easy access to their own water cups. Older children confidently pour their own drinks. Children love to play outdoors. They ride bicycles, dig in the sand, jump in and out of tyres and carefully walk along crates. These activities help children to develop their large-muscle skills and their balance and coordination.
• Children have high levels of self-confidence and self-esteem. Babies calmly lie on the floor completely relaxed while staff massage their feet. Older children demonstrate maturity as they follow staff's instructions well. For example, they know to hold the handrail as they go upstairs.
• Staff are very well supported by leaders. They undertake a wealth of training and receive individualised supervision sessions and appraisals. These help them to build on their teaching skills effectively. Apprentices are supported by experienced staff. Leaders pay close attention to staff's well-being. As a result, staff comment that they feel 'very well supported' and are 'very happy in their work'.

What the setting must and should do next

The provider should:

• provide consistent challenge for children during play, planned activities and at routine times of the day
• make better use of story times to further engage children and extend their listening and attention skills.