Kids Planet Trafford City

What is it like to attend this early years setting?

Staff know their children well. Children demonstrate a sense of security and develop strong bonds with their key person and other staff. Staff gather information about children's personal routines and preferences to tailor their care to meet children's individual needs. There is a strong focus on children's personal, emotional and social development. Staff support children to develop an understanding of their emotions. For example, younger children spend time in the 'zen' den, exploring their emotions. Older children use a mirror to identify how they are feeling by their facial expressions. This supports children to begin to make connections between their feelings and emotions. This supports children to settle very quickly and develop a sense of belonging.

Children enjoy the responsibility of looking after 'Pat' the bear, taking it to places within their community. This helps children develop confidence in groups as they talk to their peers about the adventures they have had during circle time. In addition, the setting supports children's personal, social and emotional development further by taking them on educational visits to places, such as the forest schools and local farms. This supports children to learn about the world around them.

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

• The nursery notified Ofsted regarding recent incidents at the nursery. However, the management team took immediate action to ensure these do not happen again. The provider has reviewed the risk assessments and has introduced further safety measures. For example, they have introduced food temperature probes and updated allergen information sheets into each room. Furthermore, staff have attended a meeting to ensure risk assessments inform staff practice.
• Staff support children's communication and language skills well. Younger children enjoy a variety of nursery rhymes that staff sing with them. Older children are frequently asked more complex questions, which promote independent thinking and allow them to practise their problem-solving skills. All children are prepared for their next stage in learning.
• The curriculum for physical development is a strength. Children benefit from opportunities to be physically active throughout the day. Staff provide equipment for babies to develop their core strength. For example, equipment is at just the right height for babies to pull themselves up and climb. Furthermore, older children develop their coordination as they navigate their way across the 'wobbly bridge'.
• Arrangements for children with special educational needs and/or disabilities are effective. Staff work in partnership with parents to share important information about the next steps for children. Furthermore, leaders make effective use of any additional funding they receive to support children's learning and development. They work closely with other professionals to ensure children's needs are met.
• Parents are complimentary about the setting. Although there have been some changes to the key-person system, leaders have managed this well. Parents comment they are kept informed of any changes. Parents feel safe in the knowledge that their child has a key person to build bonds with. Parents benefit from the support and advice that staff provide, such as language development and toileting. Parents feel involved in their children's learning at nursery.
• Leaders have a clear understanding of what children need to learn and have designed a broad and ambitious curriculum to build on what they already know and can do. However, at times, some staff do not demonstrate secure knowledge and understanding of the areas of learning. This is because leaders have not ensured effective training to enhance the quality of teaching of the curriculum.
• In the main, staff support children to develop positive attitudes to learning and have high expectations for children's behaviour. Pre-school children confidently recall the golden rules, such as having walking feet indoors. However, leaders do not ensure some staff understand how to support positive behaviour. When children display unwanted behaviours, some staff do not consistently provide suitable explanations to enable children to develop a deeper understanding of the rules. For instance, staff remind children not to throw play dough but do not explain to them why this could be dangerous. Therefore, at these times, children do not gain a clear understanding about why the rules are in place.
• Overall, the curriculum is appropriately planned and takes account the interests of the children. However, some daily routines, particularly around mealtimes are not well considered. For example, babies are not given the time and attention they need during this part of the routine, unlike the rest of the nursery day. In addition, older children sit for long periods with little interaction from staff as they wait for their meals to be served. Therefore, children's needs are not always consistently met.

What the setting must and should do next

The provider should:

• strengthen staff's understanding of how children learn to ensure children consistently build on what they already know and can do
• improve behaviour management strategies so that children consistently learn what is expected of them
• review the organisation of daily routines, particularly around the lunchtime routine, to ensure that children's needs are consistently met.