Kids Planet Mablins Lane

What is it like to attend this early years setting?

Children are very happy and settled in the warm, welcoming nursery. They enjoy playing with the wide range of accessible resources and stimulating activities. Children become amazed as they lift their hands out of water and watch the droplets run off their fingertips. They fill and empty jugs and test out their own ideas. For instance, children carefully adjust the angle of pipes to determine the speed the water will run down it. This helps support their mathematical skills. Furthermore, children show determination and a can-do attitude as they use wooden rods to hook ducks out of the water. Through trial and error, they work out their own techniques, and with great precision and control, they achieve what they set out to do. Children confidently count how many ducks they have retrieved. They are curious and approach these learning opportunities enthusiastically.

Children display good behaviour. For example, they say 'please', 'thank you' and 'excuse me' to gain adults' attention. Children learn to become independent. They pour their own drinks, put on their own shoes and are encouraged to attend to their own personal needs. Staff are good role models. They praise children for 'good listening', 'good manners' and 'super tidying'. This results in children developing great morals, values and high levels of confidence.

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

• The manager has a positive attitude and passion for delivering high-quality care and educational opportunities to children. She accurately evaluates what is working well and any areas that need further development. The manager is eager to widen children's outdoor learning experiences. She has carried out research, involved staff in discussions and has recently begun an outdoor training initiative. This will help provide a deeper knowledge and understanding of the benefits of children learning in the outdoors.
• Strong partnership working is in place with the linked school. Staff and children have great relationships with teachers and regularly take part in 'forest school' sessions. Furthermore, children have 'stay and play' visits and information is shared on children's abilities. This helps to support children's transition on to school.
• Children are confident and self-assured in the secure, safe environment. Since the COVID-19 pandemic, staff have increased the level of support and focus that is given to children's social and emotional needs. This is already having a positive impact on children. They express how they feel with confidence and happily interact with others in larger groups. Staff have contributed to these achievements. They are caring, kind and provide an abundance of hugs and reassurance.
• There is a well-sequenced, ambitious curriculum in place. Staff assess what children know, understand what they can do, and take into account children's interests. They use this information to plan children's next steps in learning and closely monitor the progress that they make.
• Overall, staff are skilled at supporting children's emerging communication and language skills. They use repetition and introduce new vocabulary during activities, such as 'pipette' and 'hammock'. However, although staff ask challenging questions, occasionally, children are not given sufficient time to think, respond and share their ideas.
• All children are making good progress. This includes children who speak English as an additional language and those with special educational needs and/or disabilities. The environment is inspiring and any additional funding received is spent well. Furthermore, meetings take place with other professionals and parents. They provide specific strategies and regularly review the impact that these are having.
• Children have a good understanding of the importance of being healthy. They discuss healthy foods and the effects these have on their body. Furthermore, children carry out good hygiene procedures, such as handwashing. They are aware that these good practices help to stop the spread of germs.
• Children's physical skills are promoted well. They move their bodies to music and engage in 'yoga' activities. Furthermore, children challenge themselves and take risks as they clamber up climbing equipment.
• Communication with parents is good. Regular updates are given about children's progress and ideas of how to extend this further at home. Parents have opportunities to share their views on the development of the nursery and feel that their opinions are valued.

What the setting must and should do next

The provider should:

• develop staff's questioning skills further, so children are consistently given time to think, respond and share their ideas.