Kids Planet Midford Road

What is it like to attend this early years setting?

Babies and children form strong bonds with the friendly staff, and their safety and well-being are closely supported. Children's confidence grows effectively in the caring environment that staff provide. Children very much enjoy their time at this nursery. Pre-school children readily explain that their favourite thing is to play in the water or the ride on the scooters. Staff are very attentive to babies care needs, following their home routines thoughtfully to ensure their well-being remains high.

Staff deliver a well-sequenced curriculum that takes into account children's individual needs and interests, which enables children to gain the key skills they need for future learning. Children develop effective communication and language skills. They listen and respond to staff, who extend their knowledge and vocabulary. For example, staff working with the younger children and babies role model well, speaking clearly to them, repeating words and making good eye contact and body language to support their understanding.

Staff create an environment where children learn to respect one another. Behavioural expectations are clearly communicated to children. Despite the challenges that some children face through their development, behaviour in the nursery is good.

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

• The ethos of the setting is to use 'in the moment planning', which they describe as enabling children to follow their interests and ideas. Staff give children the space and time to make their own decisions about what they want to do. Staff are organised well and time their interventions effectively. They use their teaching skills to support children in what they choose to do. As a result, children are active and motivated learners who make good progress.
• Staff join in with children as they play, encouraging children to solve problems, keep trying and offer them support. However, occasionally, staff do not encourage the quieter children to contribute and join in, particularly during outdoor play. At these times, more confident children capture staff's attention and the quieter children are occasionally overlooked. This means that during these times, the quieter children's learning experiences are not extended as well.
• Staff promote babies and children's independence well. During meal and snack times, staff support children to learn how to complete tasks on their own. Children pour their own drinks; serve their own food and clear plates away. Babies independently spread their own crackers using age-appropriate knives. Before outdoor play, older children demonstrate growing independence when getting their own shoes and coats on.
• Staff are highly attuned to babies' individual needs and know them well. Babies demonstrate that they are emotionally secure in the nursery as they smile and regularly snuggle up to the caring and nurturing staff for cuddles. Babies are provided with a range of opportunities to promote their curiosity and investigative skills. They discover that they can see their reflection in mirrors and can make various sounds as they bang different items together.
• Staff model good manners and behaviour. They are consistent in their approach to helping children learn to manage their feelings. When children are struggling to regulate their emotions, staff are gentle and attentive. They provide the support and guidance children need to work through their emotions. As a result, children are resilient.
• Children develop good physical skills. They learn to use one-handed tools, such as scissors. Staff help children identify risks such as the outdoor rope swings and assess how to use the resources safely. Staff engage in children's conversations to develop their understanding of managing risk.
• Staff assess children to identify and plan for children's next steps in learning. However, occasionally, adult led activities and staff's questions do not challenge and extend older children's thinking to the highest level, to help them make the best possible progress.
• Parents speak highly of the staff and the service they provide. Parents report that staff keep them well informed about their children's day and the progress they make. They feel that staff provide them with information that enables them to support their children's learning and development at home.

What the setting must and should do next

The provider should:

• make sure staff include quieter children more effectively during outdoor play to enhance learning and development opportunities
• focus coaching and training to further enhance teaching practice and provide more challenge during adult led activities to extend older children's thinking skills.