Kids Planet Netherton

What is it like to attend this early years setting?

Children settle quickly and build close bonds with the kind and caring staff. Their individual needs are well known and met very effectively. For example, staff in the baby room are quick to give extra care or a reassuring cuddle when needed. Children are very happy and play in a safe, secure environment. For instance, older children play well together, confidently discussing plans for games, such as hunting for tigers or 'Sheila the shark'. They have fun at the clay table, laughing together as they create 'woolly mammoth dung' and 'golden pirate treasure,' eagerly sharing their achievements.

Children understand the high expectations for their behaviour. Staff constantly model how to behave, showing respect and concern for others. Children respond very well, demonstrating consistently good behaviour and kindness. Staff support each age group with age-appropriate messages and positive praise and encouragement. This helps build children's confidence and self-esteem.

Parents speak very positively about the manager and staff and the service provided. They recognise the positive improvements in the learning environments and appreciate the information and meetings to discuss their children's progress. Parents comment that staff encourage children's learning at home, such as how to help develop children's self-care skills ready for their move to school.

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

• Leaders have constructed an effective curriculum and communicate this well across the nursery. Staff know what this means for their practice. They know this focuses on strong attachments, children's development and individual needs. Children are independent and have positive attitudes to learning. They like trying new activities and are prepared to stick at tasks they have chosen. For instance, toddlers show a determination to feed themselves with cutlery.
• The manager and her staff promote inclusive practice effectively, helping children understand similarities and differences. For example, they organise family events, such as a Fathers' Day barbeque. Staff invite children, families and the wider community to join them in stay-and-play sessions.
• Staff value children as unique individuals and there is a commitment to supporting all children, including those with special educational needs and/or disabilities. The dedicated special educational needs coordinator works cohesively with families and external agencies to ensure that children's developmental and emotional needs are targeted successfully. Managers use additional funding, such as early years pupil premium funding, effectively. For instance, the development of a calm sensory area is helping children relax, learn to self-regulate their behaviours and improve concentration skills.
• Staff suitably promote healthy practices. They provide fresh fruit, water and milk for snacks and teach children to wash their hands before eating. Staff ensure children spend lots of time in the fresh air. For example, children enjoy finding and cutting leaves to make 'potions', and learn to manoeuvre ride-on toys.
• Staff are consistently vigilant about keeping children safe and use effective risk assessments. Additionally, they use gentle reminders to help children understand about risks, such as being careful with scissors and knives. However, sometimes, staff do not routinely further develop children's growing understanding of how they can keep themselves and others safe, in particular during their free play outdoors.
• The manager oversees staff's teaching effectively. For instance, she uses peer observations and conducts regular supervisions. Consequently, staff successfully use the assessment process to plan activities and children make good progress. However, staff interactions are not yet at consistently outstanding levels. For example, occasionally, some staff miss chances to support and encourage children's language skills and gross motor development to even higher levels.
• Leaders have secure vetting and recruitment procedures in place. They access appropriate training to help build on their processes. For instance, leaders complete regular safer recruitment training and in-house quality assurance programmes. This helps ensure that staff are suitable to work with children.

What the setting must and should do next

The provider should:

• help children to develop a deeper understanding of how to keep themselves and others safe, particularly when playing outdoors
• ensure activities consistently support children to build on what they already know and make maximum progress, in particular for communication, language and physical development.