Kids Planet Appleton Thorn

Inspection of Kids Planet Appleton Thorn Thorn House, Green Lane, Appleton, WARRINGTON WA4 5NS

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

The warm, responsive staff greet children as they happily arrive at the setting. Staff form strong relationships with the children and families in their care. The manager and her team have clear expectations for children's learning. They focus on promoting children's personal, social, emotional and physical development. This prepares children for later life.

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The provision is good

Children show that they feel safe and secure as they freely explore the well- organised, fun space. They seek out their friends and key people to invite them into their play. Staff offer children lots of praise and encouragement, which help to boost their confidence and self-esteem. Children have a variety of opportunities to extend and practise their developing skills. Staff plan activities to build on children's interests. Younger children excitedly explore the sensory tray with police cars. Older children hunt for treasure while being pirates. This helps children to develop their imagination and show curiosity in their play.

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The provision is good

Staff teach children how to manage their feelings and behaviours. At circle time, the children talk about the different emotions and how they are feeling that day. They begin to develop empathy and an understanding of the emotions of others.

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need to do better?

n Staff promote children's communication skills and love of reading. They provide a variety of rich texts around the nursery. Children can often be seen enjoying looking at books by themselves, with staff, or enjoying a story as a whole group. Staff use expressive voices while reading. They encourage children to join in with the main events in the book. This enhances children's communication and language development. n Staff have high expectations of children's behaviour. They help children to understand the value of making 'good choices', and this is reflected in children's positive behaviour. Children develop a positive sense of themselves. Older children enjoy whole-group times and are learning to sit, listen and concentrate. This prepares them for later learning. n Staff offer great opportunities for children to improve their physical development and well-being. Children learn how activities can contribute positively to their

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need to do better?

mental health. For example, staff provide weekly yoga sessions for all age groups. Children experience managed risks and help each other to climb ladders safely. Staff provide challenging structures for children to freely explore and climb. As a result, children have excellent core strength, coordination, agility and confidence. n Leaders have embedded effective assessments so that any gaps in children's development are swiftly identified. The experienced and knowledgeable special

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need to do better?

20 May 2024 educational needs coordinator works closely with parents, staff and outside agencies to plan and implement shared strategies. Children with special educational needs and/or disabilities (SEND) receive tailored support and resources to support their needs. This helps children with SEND to make the best possible progress. n Staff benefit from focused training opportunities and receive support through coaching and mentoring. This promotes improvements to the quality of teaching. Leaders place an extremely high priority on staff well-being. Staff say they feel valued and are clearly committed to providing quality care. This impacts on the education that they provide for all children. n Staff have a good knowledge of what they want children to learn. They follow children's interests and plan exciting activities that children are eager to be involved in. However, sometimes, staff do not tailor activities to what they want

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need to do better?

children to learn next. At times, the activities planned do not build on what children already know, to enhance and deepen their learning further. n Children learn about nature and the world around them. For example, they enjoy regular walks in the local community, where they interact with a range of people and places. Children have visits from people who help them, such as the local police officers. This helps children to learn about different occupations and creates an interest in the lives of others. n Strong partnerships with parents contribute to children's development. Parents speak highly of the setting. They comment on how staff create a welcoming and homely environment for children. Induction sessions and regular updates on children's development ensure that parents stay well informed. Parents are involved in their child's day as staff share regular information with them. The consistency between the staff and parents helps children to have a love for

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n support staff to specifically build on what children need to learn next, through the planning of activities.

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Setting details

Unique reference number 2669851 Local authority Warrington Inspection number 10339468 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 81 Number of children on roll 121 Name of registered person Kids Planet Day Nurseries Limited

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reference number

Telephone number 01925 269032 Date of previous inspection Not applicable

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Information about this early years setting

Kids Planet Appleton Thorn registered in 2022. The setting is situated in the Applethorn area of Warrington and is part of a large chain. The setting is open from 7.30am to 6pm, Monday to Friday, all year round. There are 33 members of childcare staff. Of these, 31 members of staff hold a childcare qualification at level 2 and above. The setting offers funded early education for two-, three- and four- year-old children.

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Inspection activities

n This was the first routine inspection the nursery received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the manager and has taken that into account in the evaluation of the nursery. n Discussions were held with the manager and staff at appropriate times during the inspection. n The inspector observed the quality of education and the impact this had on children's learning. n Consideration was given to parents' views. The inspector spoke to parents during the inspection and viewed written testimonials. n The inspector checked evidence of the suitability of staff working with children. n The manager and inspector carried out a joint observation.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

20 May 2024 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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