Kids Planet School House

What is it like to attend this early years setting?

Staff create a warm, friendly and nurturing environment. They plan exciting learning experiences for children that are centred around the 'book of the week'. Toddlers watch in amazement at the fizzing reactions between ingredients outdoors. Pre-school children chop and taste a range of fruits, such as mangos, lemons and oranges. Babies show high levels of engagement as they scoop coloured sand into cups using spoons. Children show a thirst for learning from a young age.

Staff have created secure bonds with children. They recognise when children are hungry, tired or unwell and respond appropriately to meet their needs. Children are happy and confident. They enjoy spending time with staff and their peers. Staff stay close to children and provide reassurance for those who need it. They have high expectations of children and are positive role models. For example, staff remind children to use good manners and have 'kind hands'. Children make good levels of progress from their starting points.

Managers and staff use additional funding appropriately to enhance children's learning and development. Children benefit from visitors who come into the setting. For example, paramedics visit the nursery in the ambulance and talk to children about their job roles and how they administer first aid. These experiences help children learn more about the world.

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

• Staff develop children's communication and language skills well. They hold meaningful conversations with children as they play together. Staff repeat new words slowly to toddlers. Children enthusiastically use the Makaton signs they have been learning in nursery. This helps to develop children's speech and language skills.
• Staff have a good understanding of children's starting points. They know where children are in their development. However, occasionally, staff do not sequence children's learning effectively to help consolidate their previous knowledge and skills.
• Children's behaviour is good. They relish having job responsibilities. For example, children proudly give out the cutlery to their friends during mealtimes. Staff prioritise singing songs to children during all transition times, such as while children wait for their lunch. This helps to provide a calm environment and helps children gain a good understanding of nursery routines.
• Staff support children to learn some of the ways to live a healthy lifestyle. They teach children about foods that are good for their bodies and why. Dental nurses visit the nursery to teach children how to brush their teeth correctly. This supports children's physical development.
• Children learn about diversity. Staff celebrate a range of festivals with children, such as Eid, Chinese New Year, Diwali and Easter. Children learn about other cultures. This helps children learn about people and communities that may be different to their own.
• Children gain a love of books from a young age. Toddlers join in with repeated phrases from books as they pretend to go on their bear hunt. Pre-school children retell stories about Ramadan. Children borrow books from the lending library to share with parents at home. This further enhances their enjoyment of books.
• Parent partnerships are a key strength of this nursery. They praise staff for the excellent communication links with home. Parents speak highly of the stay-and-play sessions they attend. They complete regular evaluations about the nursery, and parents' hopes and wishes for their child at nursery are displayed on the wishing tree. Parents are continuously updated about their children's learning. This helps to provide continuity in children's development.
• Overall, children learn how to keep themselves safe. For example, they practise regular fire evacuation drills. This helps them understand what to do in the event of a fire. However, the curriculum does not fully promote children's awareness of how to access the internet and digital technology safely when at home. Consequently, children do not always understand what to do if they identify potential risks when they use the internet or digital technology at home.
• The curriculum for physical development is well planned. Children show great control as they climb up and run down hills in the outdoor area. Babies practise their hand-eye coordination as they play throwing games with staff. Toddlers make large movements in the air with ribbon sticks. This helps to develop children's large-muscle movements and prepares them for early writing.

What the setting must and should do next

The provider should:

• improve the curriculum planning and implementation so that learning experiences are well sequenced and children's prior knowledge is always built on
• consider how to support children's growing awareness of how to safely use technology and the internet.