Kids Planet Parliament Street

What is it like to attend this early years setting?

Staff and leaders have a secure understanding of how young children learn. Staff create an enriching environment, and children show delight as they explore and investigate. Children access a sensory room adorned with lights and materials, which helps to promote younger children's exploration, awe and wonder. Staff prepare entertaining and challenging games and activities. Children remain continually busy and occupied through a fun programme of play. Children enjoy experiments such as predicting what will happen when colours are mixed. They enthusiastically shout, 'Red and blue make purple!' This challenging task helps children to develop their problem-solving and critical thinking skills. Children enjoy planting seeds in the outdoor garden, and they learn about nature and the world around them. Staff deliver yoga sessions, contributing to children's excellent balance and core physical strength. The rich range of interesting activities support children's good all-round progress.

Children enjoy undertaking small responsibilities. They take pride in being helpful and completing small tasks for themselves. For example, children serve and feed themselves at lunchtime with confidence. They proudly take turns to look after the nursery bear and talk about the adventures they have enjoyed. Children are well supported to become independent and responsible. Children behave well because they know what is expected of them. Staff are consistent and fair in their interactions, and boundaries are well understood by everyone. Children attending this nursery are happy, safe and supported to flourish.

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

• Leaders plan a curriculum with a clear ethos, creating a secure foundation for teaching and learning. They intend for children to be independent, confident and resilient. These are the cornerstones for all staff's quality interactions and teaching. Staff deliver this curriculum intent with confidence.
• Staff foster children's literacy skills very well. A 'book of the week' is enjoyed by children, and staff use this book as a consistent theme to plan a variety of activities. Staff read to children in an animated way, and children delight in discussing the illustrations and characters. Roles then reverse, and children read to staff, enabling them to explore and develop their early reading skills. Children develop a love of books.
• Leaders prioritise staff well-being. For instance, a 'staff buddy system' helps to ensure everyone enjoys peer support. Staff are happy and motivated, and this high morale contributes to their dedication and high standards.
• Parents hold staff accountable and have high expectations for the quality of care their children receive. Staff work hard and successfully meet these expectations. Parents comment that staff excel in their communication and are conscientious to share regular and detailed updates about children's progress. Partnerships with parents are strongly based on a secure foundation of mutual respect.
• Leaders and staff work with a wide range of professionals, such as speech therapists and health visitors, to meet children's unique needs. This is an inclusive setting where all children are supported to flourish.
• Staff help children to learn about the diverse world in which they live. For instance, children help to collect food for the local food bank to help families less fortunate than themselves. This helps to promote children's knowledge of the world and extends their empathy and respect.
• Children learn how to look after themselves, and these key skills are a springboard for children's healthy lifestyles. For instance, staff teach children and parents about the importance of oral hygiene and how to look after developing teeth. Children are encouraged to try unfamiliar and new foods at lunchtime, extending their positive attitudes to healthy eating. Staff excel in promoting children's good health.
• Staff complete frequent observations of children, and their knowledge of what children can do is accurate and continually updated. However, staff do not always use their good knowledge to focus their teaching precisely where children have gaps and would benefit from additional support.
• Staff are enthusiastic and energetic teachers. However, occasionally, staff do not manage group times with the greatest effectiveness or efficiency to ensure all children benefit from the quality teaching available. For instance, sometimes children are left waiting during group tasks, and they become restless and lose concentration.

What the setting must and should do next

The provider should:

• support staff to make better use of assessment to focus their interactions precisely on what children need to learn next
• ensure group times are organised to enable all children to fully participate and benefit from the quality teaching available.