Kids Planet Thorpe Park

What is it like to attend this early years setting?

Children are happy and settled at this inviting and welcoming nursery. Staff build positive relationships with their key children. They gather information from parents and carers when children first start. They find out about their interests and daily routines. Staff know children very well. This helps children to settle quickly and separate from their parents and carers confidently. Children feel safe and secure in staff's care.

Leaders and managers are very passionate about giving all children, including those with special educational needs and/or disabilities (SEND), the best start in life. Overall, they plan an ambitious curriculum focusing on children's interests. Staff use assessments to identify children's next steps. They plan an environment that is interesting and inviting for children. Staff extend children's knowledge and understanding through exciting activities. All children make good progress.

Staff support children to explore a range of experiences. Leaders and managers hold open days. They involve children and families in raising money for charities and make links with a care home. Staff take children on visits in the local community. They encourage families to go litter picking and learn about recycling and how they can support their environment. Children learn about road safety when on outings and how to keep themselves safe. This helps children develop a good understanding of the world around them.

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

• Staff plan activities to develop children's small and large muscles. They plan the environment to support babies to develop their walking skills. Babies learn to cruise around the carefully placed furniture. Staff challenge children to push the wheelbarrow up the slope of the outdoor area. Older children learn how to use scissors. Children develop very good physical skills.
• Books are available in all areas of the nursery. Babies independently look at books. Staff sit with small groups of children to share a book. Children snuggle on their lap as they listen to the story. Staff use resources and props to bring the story alive. For example, staff read the story 'Dear Zoo', and children unwrap the parcels with the relevant animals. Families comment their children enjoy using the lending library. Children develop a love of books from an early age.
• Staff are ambitious and have high expectations of all children. They encourage children to remember and talk about their previous learning. Staff introduce new words to children. For example, older children discuss the names of planets. Children learn about Arctic animals. Staff model language, such as the aurora lights and beluga whales. Children then use this language when discussing the South Pole.
• Children are prepared for their move on to school. Staff plan opportunities for children to build on the skills they learn. For example, babies learn to feed themselves. Staff support toddlers to serve their own food. Older children become competent in using the water jugs to pour their own drinks. Children learn how to manage a lunch box and develop good independence skills.
• Mathematical development is very well supported. Staff expertly weave number language into children's play. They ask questions that challenge children's thinking. For example, they ask older children, 'What number comes after five?' Staff model the language of 'big' and 'bigger' with younger children. Children become confident in using the number language within their play.
• Leaders and managers do not fully consider the age and stage of children when planning what songs and rhymes staff sing with them, particularly with the younger age group. For example, staff sing songs and rhymes with the younger children that have lots of words and actions. Children are unable to join in the words and actions of these songs. This means some children lose interest and do not benefit from these sessions as much as they could.
• Children with SEND are well supported. Staff work with outside agencies to ensure children receive the support they need to make good progress. Staff implement plans to continue the support when needed, particularly when other agencies are no longer involved. Children with SEND make good progress.
• Leaders and managers value the importance of parental partnerships. They work closely with parents and offer support and guidance on a variety of topics such as teething, toilet training and child development. They offer home learning bags to extend children's learning at home.
• Managers understand their responsibility to ensure those working with babies implement safe sleeping procedures. Recent environmental changes and training for staff in this area have helped to further strengthen these practices.

What the setting must and should do next

The provider should:

• consider children's age and stage of development when planning and teaching songs and action rhymes.