Kids Planet Salford

What is it like to attend this early years setting?

Children are greeted warmly by friendly staff as they arrive for their sessions. They quickly settle and happily explore the range of activities on offer. Babies freely crawl from indoors to the outdoor area, where they excitedly explore sensory activities, such as foam and water, giggling as they create bubbles. Interactions between staff and children are effective and support children in developing important communication and language skills. In pre-school, staff sit and talk with the children at mealtimes, making them social experiences where children can chat to their friends about their day. Toddlers develop language through storytelling and song sessions, where they join in and repeat familiar words and phrases. Staff organise a range of opportunities for children, such as visits to the museum and local parks and train rides. They have weekly visits from an early years football company, where they learn and practise their physical skills. The development of the new outdoor area also helps to support their thirst for exploring nature and wildlife.

Staff have high expectations of children's behaviour, with routines and golden rules to support expectations. Children quickly learn to sit quietly for story time and to use 'kind hands' when playing with their friends. Staff model praise and manners when talking to the children and interacting with each other, which teaches the children about respect and politeness. Children learn about the wider world through celebrations and festivals, which are relevant to their friends. They celebrate their similarities and differences and develop a tolerance and acceptance for other people.

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

• Since the last inspection, leaders have worked hard to address the concerns raised. They have reviewed safeguarding policies, procedures and practices across the setting. Staff have accessed further training to upskill them in understanding and identifying signs of abuse. As a result, safeguarding practices are secure.
• Leaders quickly identify any breaches to requirements or concerns and deal with these immediately. They implement additional training and review risk assessments to prevent any future lapses. For example, leaders have recently reviewed the procedures for food safety and serving temperatures. This helps to keep children safe from harm.
• Leaders and staff implement a bespoke and effective curriculum built on children's interests. The curriculum is well sequenced across the setting to build upon what children already know and can do and to help them to achieve the next steps in their learning.
• The setting provides exceptional support and provision for children who speak
• English as an additional language. Staff incorporate dual-language books and the children's home language into their learning. Staff who speak other languages help to communicate with children and their families to provide an inclusive service to ensure that every child feels welcomed and valued.
• Parents are offered many opportunities to join in their child's learning through stay-and-play sessions, parents' evenings and celebration events. Leaders provide information and support with communication and language delay, as well as advice on behaviour, toilet training and weaning. This helps parents to feel involved and supported in their child's development.
• Provision for children with special educational needs and/or disabilities is exemplary. Leaders and staff work closely with parents and other professionals to ensure that any gaps in learning are identified quickly and the relevant support put in place. They utilise funding to provide additional support to children, including adapted dolls reflecting the needs of the children on roll and specialist equipment to support individual needs, to ensure that each child makes progress.
• Staff promote positive behaviour and use praise to encourage children to make good choices. They offer routines and boundaries to help children know what to expect, for example, using a tambourine to signify transition points, such as tidy-up time or lunchtime. However, the organisation of mealtime routines is not as well organised as it could be, leading to delays. As a result, some children become restless and display signs of frustration while waiting.
• Hygiene practices in pre-school are effective with children developing independence in wiping their own noses, using the tissue bins, then washing their hands. However, on occasion, staff do not model good hygiene routines, such as washing their own hands after wiping children's noses. This does not give children consistent messages about health and self-care.

What the setting must and should do next

The provider should:

• improve the organisation of mealtime routines to maintain a calm and positive environment
• encourage staff to model effective hygiene practices to teach children about hygiene and self-care.