Kids Planet Norbreck

What is it like to attend this early years setting?

Children are confident and happy at this positive setting. The setting provides children with a range of experiences to build on their prior knowledge and to broaden their understanding of the world. Babies enjoy feeling the sand between their toes and excitedly make marks with chalk. Children are eager to share what they have discovered as they return from their walk to the beach. They gleefully count the pebbles that they have collected and exclaim to staff, 'we saw a starfish!'. All children make good progress in their learning and are well prepared for the next stage of their education.

Staff have developed positive relationships with children and are respectful towards them. For example, they ask permission before changing babies' nappies or prior to helping children wipe their noses. On the rare occasion that children are upset, staff provide comforting cuddles and reassurance. Staff communicate well with parents to find out about each child before they start at the setting. This helps them to provide continuity of care and supports children to feel secure. Children's emotional and personal needs are supported well.

The setting has high expectations of children's behaviour. Staff model using good manners and teach children about the importance of using 'kind hands' when interacting with others. Children are supported well to develop their resilience and concentration. Staff praise and encourage children as they work as a team, using different materials to make a shelter outside. Children persevere when this becomes difficult. They are developing positive attitudes to learning.

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

• Children's language and early literacy skills are prioritised at each stage of their development. They have access to a broad range of books and enjoy exploring these independently. Staff read aloud to children and encourage them to join in with songs and rhymes. They engage children in quality two-way conversations. For example, as children see an aeroplane in the sky, staff use this as an opportunity talk to them about their experiences of going on holiday. Children become confident communicators and develop a love of reading.
• The setting's key person system is effective. Staff know their key children well and have a clear understanding of their next steps. However, this knowledge is not always shared effectively with other staff. This means that, occasionally, when children are not with their key person, staff are not always clear how to target their next steps in learning.
• The setting promotes children's physical development well. Children have many opportunities to build their small and large muscles. For instance, babies strengthen their core muscles as they enjoy 'tummy time' activities and pull themselves up to a crawling position. Toddlers skilfully scoop rice with spoons and squeeze dough with their hands. Older children proudly say, 'look how strong I am', as they roll large tyres outside. Children enjoy being active in their play and make good progress in their physical skills.
• Children with special educational needs and/or disabilities (SEND) and those in receipt of additional funding are supported well. The setting works closely with other professionals and with parents to ensure that the needs of these children are understood and met. Children with SEND make good progress from their starting points.
• The setting encourages children to do things for themselves. Staff teach children how to use cutlery, pour their own drinks and serve themselves food. Children proudly take on the role of being a helper at mealtimes. Children are confident to independently choose the resources that they want to play with. For example, they take the toy dinosaurs to the water tray and say, 'they have been in the campfire and need a wash!'. Children are becoming increasingly independent and have positive attitudes to their learning.
• The setting ensures that staff access ongoing, meaningful professional development opportunities. This includes making sure that staff receive mandatory training and are clear about the setting's policies and procedures. Staff respond well to feedback and use what they learn to enhance their practice and to develop aspects of the curriculum. The setting is committed to ensuring that the quality of the provision and of staff practice continually improves over time.

What the setting must and should do next

The provider should:

• support staff to strengthen their understanding of the intent for each child during the activities they provide, so that all children benefit from these experiences.