Kids Planet - Prestwich

What is it like to attend this early years setting?

Children arrive eager to start their day at this stimulating nursery. They receive a warm welcome from consistent staff who know them well. Staff are calm and attentive to children's needs. Children enjoy the time they spend with staff and each other. As staff tickle babies' hands with a feather, they giggle together. Children initiate play ideas and play cooperatively. Older children dress up and talk about their favourite characters as they each take on a role in the game. Staff are consistent in their approach to supporting children in managing their behaviours. They offer gentle reminders of the expectations, such as sharing and being kind. Staff encourage children to talk about their feelings and those of the characters in books. These responsive relationships help support children's emotional development and well-being.

Leaders have designed a clear, ambitious curriculum. Overall, this is implemented well and helps all children to make good progress in their learning. Children learn about similarities and differences between themselves and others. They celebrate different cultural celebrations and use key words from children's home languages throughout the day. Children talk positively about their individuality. For example, they talk about visiting other countries where they were born and discuss the people who live with them. Staff provide many trips in the community where children meet new people. Children gain an understanding of the diverse world.

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

• The setting provides children with access to a range of physical activities to develop their large and small physical skills. Children competently balance and climb. They scoop and mix ingredients as they make dough with staff then squeeze and mould the dough into their own creations. Staff hide dinosaurs in sand and encourage the children to use brushes to search for them. Children make good progress in their physical development.
• Overall, the curriculum for communication and language is implemented well. As staff interact with children, they introduce new words such as 'invisible' and discuss what this means. They use puppets and instruments to engage children as they sing with them. Staff use fun activities to extend children's vocabulary.
• Staff promote children's interest in stories. They read books to children throughout the day, pausing and discussing the story and pointing out rhyming words as they hear them. Babies take their favourite stories to staff and cuddle up on their knee as they enjoy them together. Staff extend children's love of books by providing frequent trips to the local library where children can explore a wider range of texts. Children recall stories they know as they use their creative skills to make characters from books.
• Staff provide exciting activities and resources that support children to develop their creative skills and role play ideas. Children notice the marks they make as they roll cars through paint and use their hands to spread the paint onto paper. When they explore water with their feet, they scream with delight as they watch the marks they make. Children use the materials available to dress up as their favourite superhero as staff join in with these ideas. Staff encourage children to talk about their creations. They describe the mermaids and magic houses they have made. Staff inspire children's creativity and imagination.
• Staff work with parents to implement robust procedures to promote children's dietary and health needs. The setting provides lots of opportunities for children to be active in the fresh air. Children are provided with healthy food and enjoy serving themselves the healthy options. Staff who work with older children discuss the importance of drinking lots of water, eating healthy snacks and where fruit comes from. Children develop their knowledge about healthy lifestyles.
• Leaders ensure that staff responsible for the special educational needs and/or disabilities (SEND) provision are supported and knowledgeable. Good systems have been implemented to gather what children know and can do in partnership with families. The setting makes good use of observations to identify any gaps in children's development. There are systems in place to share information with parents and other professionals, so children receive a consistent approach to their learning. Children with SEND are supported well.
• Leaders are committed to supporting staff well-being and extending their good knowledge, skills and practice. They provide staff with a range of coaching and training. However, they do not consistently check the impact this has in addressing minor inconsistencies in practice. For example, staff have been supported to embed the transition procedures. Leaders intend for children to remain engaged in learning during these times and have the opportunity to interact socially with their peers. However, there are still inconsistencies in how leaders' expectations are implemented.

What the setting must and should do next

The provider should:

• monitor the impact of staff training to address minor weaknesses in practice and the quality of education.