Kids Planet Hoghton House

Kids Planet Hoghton House

Unique reference number (URN): 2815408 Address: 54-56 Hoghton Street, SOUTHPORT, Merseyside, PR9 0PQ Type: Childcare on non-domestic premises Registered with Ofsted: 06/12/2024 Registers: EYR Registered person: Kids Planet Day Nurseries Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Babies and children quickly develop secure knowledge of how to communicate well. For example, babies learn to use facial expressions and pointing. Older children are articulate and confident in using language. This helps them to make social connections with others. Babies' achievement in mathematics could be better. They do not learn important concepts about mathematics. This impacts on their confidence and knowledge about early mathematics.

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Achievement Expected standard

Children with special educational needs and/or disabilities experience success in their learning. They learn how to use the nursery's visual timetables to help them understand what is happening now and next.

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Achievement Expected standard

Two-year-olds know what a risk to them might be. For example, they know that they need to be sensible when using the nursery stairs. They have a secure understanding of how to keep safe and hold on tightly to the banister.

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Achievement Expected standard

Children ably complete tasks for themselves, learn how to make and keep friends and develop sufficiently well in their physical skills. This helps them to be well prepared for their move to older rooms in the nursery and later to school.

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Behaviour, attitudes and establishing routines Expected standard

Staff get to know babies and children well by giving their full attention to them. They forge positive relationships with the families of children. These thoughtful approaches to developing relationships supports children to develop feelings of security and increased confidence. Leaders provide well-thought-out settling-in sessions to meet the individual needs of children, including disadvantaged children and those with special educational needs and/or disabilities. This helps children and families to settle well into nursery life.

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Behaviour, attitudes and establishing routines Expected standard

Children behave sensibly. Leaders and staff role model how to behave. From the very start, staff teach babies how to be kind to their friends. They stroke babies' hands and use the word 'gentle', when teaching babies not to snatch toys. Older children ably recall the nursery rules for how to behave. Staff remind children at the start of the day about the behaviour expectations. Children as young as 2 easily recall that they must say please and thank you, put their used tissues in the bin and use their walking feet when indoors. They relish reminding staff that they know how to behave.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote the importance of regular attendance at nursery with parents and carers. They share important findings with parents about how children achieve well and make much progress when they attend regularly. This promotes a positive attitude to learning and prepares children well for school and life ahead.

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Children's welfare and wellbeing Expected standard

Leaders make certain that children's wellbeing is a priority. They ensure that staff build caring relationships with children and babies well. Staff greet children in the morning with smiles and comfort them should they become upset. Children learn to manage their emotions well and can request physical reassurances from staff, supporting their self- regulation effectively.

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Children's welfare and wellbeing Expected standard

Staff make sure that children access the nursery outdoor garden daily. They provide meaningful and exciting physical play opportunities for children to be active. Children relish the opportunity to use up all their energy when playing outdoors. Staff teach them that being active is part of a healthy lifestyle.

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Children's welfare and wellbeing Expected standard

Staff make sure their hygiene practices are robust and clean. Nappy changing routines are respectful and treat each child with dignity. Staff explain to less-confident children and those with special educational needs and/or disabilities, what is happening. Staff skilfully use intimate care routines to build trust with children.

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Children's welfare and wellbeing Expected standard

Leaders provide a healthy balanced diet for children. For example, they provide fruits and vegetables for snacks and freshly prepared meals, which children thoroughly enjoy. Staff demonstrate clear understanding of babies who are weaning and provide carefully blended fresh foods for them.

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Curriculum and teaching Expected standard

Leaders hold a clear understanding of the quality of the curriculum they provide. They observe the practice of staff to identify where improvement is needed. Staff harness children's understanding of and interests in stories well. They encourage children to make links between stories and other areas of learning. For instance, staff provide follow-up activities from a story about a brown bear to develop children's understanding of the language of colour. This builds well on children's previous learning.

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Curriculum and teaching Expected standard

Staff actively promote children's engagement in being physically active, both indoors and outdoors. Children squeal with delight as they use their leg muscles to race their friends on the outdoor nursery trikes. This promotes children's core strength and coordination. In turn, this supports children's confidence in developing relationships with their peers.

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Curriculum and teaching Expected standard

Leaders make certain that staff check what all children already know and can do at the beginning of their nursery journey. Staff gather important information from their observations of children and use this well to plan next steps for children. Leaders and staff carefully assess the needs of disadvantaged children and those with special educational needs and/or disabilities. They tailor and adapt teaching to ensure that children learn the curriculum well. For example, staff modify or simplify their use of language to support children who are not yet using words.

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Curriculum and teaching Expected standard

Generally, leaders have crafted a generally well-thought-out curriculum that covers all the areas of learning. Staff working with older children support their knowledge of mathematics very well. Staff working with babies have not implemented a clear curriculum for mathematics. Although staff sing some number rhymes, these occasions are incidental and do not explicitly and deliberately teach planned early mathematical concepts to babies. This does not build babies' curiosity and confidence for mathematics.

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Inclusion Expected standard

Leaders and staff make effective use of assessment. They check the development and progress of every child regularly. For instance, they gather pertinent information from parents and carers when a child starts nursery and at regular intervals. Staff use this information well to put clear next steps in place for children, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND).

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Inclusion Expected standard

Leaders and staff have high expectations of children with SEND. They make sure that every child experiences success in their learning. Leaders make effective links with external early years experts, including social workers, to ensure that children receive the right support. Leaders and staff make the best use of advice from external agencies. For instance, staff carefully implement guidance to adapt learning activities to suit the needs of disadvantaged children and those with SEND. Leaders check the impact this support has on reducing barriers to learning well.

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Inclusion Expected standard

Leaders adopt a strategic approach to the use of additional funding for disadvantaged children. For instance, they provide access to activities, such as 'Zoo Lab', to learn about the care of animals. This promotes children's personal development well. Leaders ensure that staff receive high-quality training to support their understanding of checking children's learning and development. Staff fully understand the importance of regularly reviewing how well children progress in their learning. They make effective and important links with parents to share learning. This helps parents to support children's learning at home.

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Leadership and governance Expected standard

Leaders provide regular supervisions for staff. They consider staff's wellbeing and workload well and ensure they have a manageable work-life balance. Leaders provide training and coaching for staff that supports and improves their work with children. Leaders provide feedback to staff to help them to understand what they need to do to get better in their role.

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Leadership and governance Expected standard

Leaders have a clear view of the strengths and areas for improvement in the nursery. For example, following a recent recruitment drive, they have employed several new staff to the pre-school room. They have rightly focused their training and guidance on staff settling into their new roles. Experienced staff receive training and coaching from leaders that is tailored well to their individual learning needs. This has a positive impact on staff's attitude towards their work with children. They generally develop a clear understanding of how children develop and learn.

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Leadership and governance Expected standard

Leaders ensure that parents and carers are fully involved in their children's learning. For instance, they provide parent's evening and regular catch ups with staff to help them understand what their children are learning. They provide useful take home packs for parents to support their children's learning at home.

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Leadership and governance Expected standard

Leaders use their knowledge about gaps in, or barriers to, children's learning to inform their decisions about how they use additional funding. For example, they purchase resources to support children's physical, social and emotional development. This helps children to enjoy their learning and make progress from their starting points. Leaders have not kept a close enough check on the delivery of the mathematics curriculum for babies. This means that staff have not successfully implemented learning and development for babies in this area of learning as well as they could. Leadership would be strengthened by enabling staff working with babies to deliver the curriculum for mathematics effectively for babies.

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What it's like to be a child at this setting

Children are very warmly welcomed at this inclusive nursery by caring and happy staff. They arrive happy and go home happy. Children separate from their parents and carers so confidently, they hardly take a glance back to their parents when being dropped off at nursery. Children new to the setting are prepared well for their time in nursery. Leaders provide well-considered stay-and-play sessions for parents and carers to bring their children. From the very start, staff find out about each child's interest and plan meaningful and exciting learning opportunities for their play in nursery. These well-planned activities help children to feel safe and settle well. Children achieve well in their learning from their various starting points, develop independence and enjoy playing with their friends and staff. Staff make sure that children take part in group activities, such as circle times, to enable them to listen to each other's views and experiences. This helps them to develop respect for

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What it's like to be a child at this setting

Children, including those with special educational needs and/or disabilities, learn and are included in all aspects of the curriculum. Staff make the most of the cold weather and demonstrate important concepts about science to children. Children show great enthusiasm as they explore ice in their hands. Staff ably teach children new vocabulary, such as 'ice, melt' and 'crack'. Children engage well and are fascinated by their new learning. Staff recognise and value children's unique interests and abilities. They use what they know about children to plan meaningful learning activities to expand learning and development.

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What it's like to be a child at this setting

Disadvantaged children or those who may have barriers to their learning are supported very well. Leaders and staff are vigilant in their efforts to make sure that children are included in all activities at the nursery. Leaders and staff ensure that children attend nursery regularly. They follow up absences to check on children's wellbeing. This has a positive impact on

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Inspector:

Andrea Vaughan children's progress. Leaders make the most of the local community. They make special visits to the local library for story time sessions. Children learn about their local community and the world around them.

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Next steps

Leaders should strengthen staff's knowledge of delivering a mathematics curriculum for babies to support early mathematical development. Leaders should strengthen babies' achievement in mathematics to secure depth of knowledge in this area of learning, to ensure they are well prepared and confident in learning about mathematics.

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About this inspection

The inspector spoke with leaders, children, practitioners and the special educational needs coordinator during the inspection.

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About this inspection

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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Address:

54-56 Hoghton Street SOUTHPORT Merseyside PR9 0PQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Kids Planet Day Nurseries Limited

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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