Kids Planet Clifton Lodge

Inspection of Kids Planet Clifton Lodge 228 Clifton Drive South, Lytham St. Annes FY8 1HY

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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

Children are happy and are eager to begin their nursery day. They receive a warm and friendly welcome from staff. Children are supported by staff who consider their emotional well-being from the outset. Key persons have effective methods of developing relationships with, and seeking information from, parents so they know the children well. All children, including new babies, develop strong relationships with their key person, which promotes their emotional well-being.

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The provision is good

Leaders and staff have high expectations for children, and overall behaviour is good across the nursery. Children display high levels of confidence and self-esteem. Older children are keen to engage in conversation, and babies smile and wave at unfamiliar visitors. Staff support younger children to take turns. Children are praised for their positive behaviour. They are developing important skills that they will need to succeed in later life.

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The provision is good

Leaders and staff have created a well-sequenced curriculum with a good variety of indoor and outdoor experiences, with the curriculum for physical development being a key strength of this nursery. Younger babies develop their large-muscle skills and core strength. Staff encourage babies to stretch and reach for their favourite toy during their 'tummy time'. Older children spend time with the sports coach in the outdoors. They enjoy activities that raise their heart rates, such as running and skipping. Children, including those with special educational needs and/or disabilities (SEND) make good progress in all areas of their learning and development.

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need to do better?

n The curriculum for communication and language development is effective. Babies delight in singing and carrying out the actions to songs such as 'Old MacDonald'. Toddlers are introduced to new words such as 'mixing' and 'squeeze'. Older children hear staff narrating about what they are doing. This helps broaden the range of words children hear. Children are becoming confident communicators. n Children have many opportunities to become part of their local community and learn about the world around them. They take part in events such as the local carnival. They learn that it is okay to be different and they talk about some of the ways that they are unique. Children gain a good awareness of similarities and differences between themselves and others. This helps to prepare children for life in modern Britain. n Staff interaction with children is not consistently high during transition times, compared to other times of the day. For instance, children wait for staff to

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need to do better?

complete their duties, such as setting up for lunch. At these times, children

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need to do better?

20 June 2024 disengage from meaningful play as they lack constructive activities. Therefore, some children are not engaged in meaningful learning. n Behaviours are generally good. Children are polite and kind to their friends. However, when children display poor behaviour, staff do not always use consistent approaches to manage behaviour. For instance, staff do not always speak to the children about their actions and the impact of their behaviour on themselves or others. At times, children are not always developing an understanding of positive behaviour. n Staff successfully support children with SEND and pride themselves on the support they give to families. Staff provide children with one-to-one support. They work with other professionals to help children with SEND achieve their best possible outcomes. Additional funding has been used to fund extra sessions throughout holiday periods. This ensures smoother transitions into school and

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need to do better?

children's next stage in learning. n Parent partnership is a key strength. Staff work in excellent partnership with parents to encourage the reduction in the use of dummies to promote good oral health. Parents particularly like the learning bags that relate to this subject. They say having stories that they can read with their children helps them to be ready to give up using dummies. This promotes a continuity of learning and enables children to have a sense of ownership in this process. n Staff feel supported and valued in their roles. Staff well-being is given high priority. They enjoy events such as 'well-being Wednesdays' and daily breakfasts. The manager creates a working environment where staff benefit from ongoing training and support to enhance their skills to ensure children make good progress.

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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 consistently shape and adapt their teaching to implement the curriculum during all parts of the day n support staff to understand and apply consistent approaches to managing behaviour that ensures all children understand the impact their behaviours have on themselves and others.

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Setting details

Unique reference number 2669529 Local authority Lancashire Inspection number 10339466 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 97 Number of children on roll 82 Name of registered person Kids Planet Day Nurseries Limited

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reference number

Telephone number 01253781921 Date of previous inspection Not applicable

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Information about this early years setting

Kids Planet Clifton Lodge registered in 2022 and is situated in the Lytham St Annes area of Lancashire. The setting employs 19 members of staff. Of these, two hold an appropriate early years qualification at level 6, one at level 5 and nine hold level 3. The setting opens Monday to Friday, all year round, except bank holidays. The setting provides 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 setting 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 their evaluation of the setting. n The inspector and manager completed a learning walk and discussed the curriculum. n The inspector observed the quality of education both indoors and outdoors and assess the impact this was having on children's learning. n The inspector and manager carried out a joint observation of an activity and discussed areas for development to enhance children's learning. n The inspector spoke to parents and took account of their views. n The inspector spoke to staff at appropriate times about children's learning and development and their own well-being and took account of their views. n Children spoke to the inspector during the inspection. n The manager showed the inspector a range of documentation to ensure ongoing

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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 June 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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