Kids Planet Little Lever Baby House

Kids Planet Little Lever Baby House

Unique reference number (URN): 2831521 Address: Kids Planet Little Lever Baby House, Coronation Square, Bolton, Lancashire, BL3 1LP Type: Childcare on non-domestic premises Registered with Ofsted: 04/02/2025 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 Strong standard

Babies, including those who face barriers to their learning and/or wellbeing, such as those with special educational needs and/or disabilities or who are disadvantaged, make rapid progress from their starting points. Babies access an inviting, well-organised and stimulating environment that encourages high levels of curiosity and engagement.

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Achievement Strong standard

Babies babble happily to staff, with older babies using a range of words to convey their wants and wishes. Babies enjoy listening to stories such as 'Brown Bear'. They eagerly join in with familiar phrases. These opportunities enhance babies' love of early literacy and reading. Babies pour and fill cups with sand and water. They persevere at tasks, such as working out how to open the netting on the tent. They beam with delight when they achieve this. Babies learn the specific skills they need to gain independence, such as learning how to feed themselves. These well-planned learning opportunities help babies to succeed and become confident and independent learners ready for the next stage of their learning.

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Behaviour, attitudes and establishing routines Strong standard

Well-established, clear routines enable all babies to benefit from the learning opportunities. Leaders and staff place a high importance on supporting babies' personal, social and emotional skills. They understand that for babies to engage in their learning they need to feel safe. Staff prioritise babies' transitions in and out of the setting. Bespoke plans mean that nothing is missed and babies are fully supported. As a result, babies enjoy loving and established relationships with the staff, where they receive high levels of praise, encouragement and care.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff are aware of the importance of babies' attendance and the positive impact this has on their learning. They work with parents to eliminate any barriers for babies' attendance, such as adapting the hours that they attend. This helps babies to engage in their learning. Leaders and staff are extremely positive role models. They provide gentle, consistent reminders to babies about sharing and taking turns. In addition, activities such as 'Mini Minds' introduce babies to ways to increasingly manage their feelings and behaviour. This helps them to develop empathy and be kind to their friends. Babies celebrate their success with a 'high five' or a resounding 'goal' when they kick the ball.

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Children's welfare and wellbeing Strong standard

Leaders and staff develop warm, positive relationships with babies. They collaborate with parents to ensure babies' routines, including sleeping and weaning, are established. This enables babies to build secure attachments and promotes their health and wellbeing. In addition, staff respond quickly and sensitively to the babies' needs.

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Children's welfare and wellbeing Strong standard

Embedded and well-structured routines support babies in developing long-lasting healthy habits that promote their emotional health and wellbeing. Staff actively promote the importance of being fit and well. They provide daily opportunities for babies to be outdoors. Babies are encouraged to take safe risks, such as attempting to use the slide. This helps to build babies' resilience and confidence in their own abilities.

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Children's welfare and wellbeing Strong standard

Mealtimes are relaxed social occasions where babies are actively encouraged to develop the skills to feed themselves. Staff are extremely attentive to babies' dietary needs. In addition, they skilfully weave discussions about the importance of eating a healthy diet and drinking water. Babies are encouraged to wash their hands at appropriate times. They giggle in delight as they attempt to wash their face. Ultimately, babies become increasingly independent and develop the confidence to manage their own needs, such as getting their own drinks.

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Curriculum and teaching Strong standard

Leaders and staff create an ambitious curriculum based on the 3 prime areas. This is skilfully designed to give babies the knowledge and skills they need to move on into the next stage of their learning. Clear assessment systems enable staff to plan the next steps for babies effectively. As a result, babies thrive and are active participants in their learning.

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Curriculum and teaching Strong standard

Staff are highly skilled communicators who seamlessly thread new words and ideas into the activities. They are in tune with the babies' interests and use this to accelerate their learning. Staff know their favourite songs, such as '5 Little Ducks', and use these as they play 'What's in the box?' Babies watch in awe as their favourite songs are sung and items appear from the box. They sway in time to the singing and mimic staff's hand gestures. In addition, they have an insight into early mathematical concepts.

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Curriculum and teaching Strong standard

Staff provide numerous opportunities for babies to develop their small- and large-muscle development. Babies are provided with tummy time to strengthen their core muscles. Sensory experiences, such as moulding dough and 'gloop', help them develop the skills to feed themselves. Staff encourage babies to be as active and independent as possible. As a result, babies develop confidence in their own abilities.

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Inclusion Strong standard

Leaders and staff create a highly inclusive and harmonious environment in which all babies' individuality is recognised and celebrated. Leaders and staff recognise that babies may have barriers to their learning. They acknowledge that it is crucial for them to settle at the setting so that they are able to engage in their learning. Staff work tirelessly to support babies who struggle to achieve this. They skilfully adapt babies' attendance so that they have more opportunities to visit the setting and build those secure bonds with staff. These bespoke plans and adaptations help babies to feel safe and confident to engage in the activities provided.

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Inclusion Strong standard

Leaders and staff are instrumental in narrowing the gaps in babies' learning. This is exemplified by the support provided to babies with special educational needs and/or disabilities (SEND). Leaders and staff collaborate with other professionals and parents to ensure babies receive the support and guidance they need. As a result of carefully targeted interventions, babies make rapid progress and build a solid foundation for future learning. Currently, no babies are in receipt of funding for SEND. Leaders and staff demonstrate a secure understanding of how this would be used to help reduce the barriers in babies' learning.

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Leadership and governance Strong standard

Leaders are passionate and highly committed, and this permeates throughout the staff team. This culture of high expectations and collaborative working is an intrinsic part of the setting and means nothing is missed. Leaders have highly effective oversight and governance of the setting. Planning is well-established to ensure continuous development of the setting and the provision of high-quality care and education. Leaders prioritise staff development, training and wellbeing. They have instilled a culture of continuous improvement, which is embraced by staff. As a result, staff have a secure understanding of their roles and responsibilities.

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Leadership and governance Strong standard

Leaders and staff work tirelessly with parents to ensure that the babies' needs are known and are consistently met in practice. They respond swiftly to support babies who face barriers to their learning and wellbeing. These timely interventions mean babies receive the help they need to succeed. Parents are highly complimentary about the setting. They value the support during transitions and comment on their baby's readiness for the next steps in their learning. In addition, leaders and staff provide an extensive range of activities for parents to do at home with their baby. This successfully promotes the babies' ongoing learning.

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

Leaders and staff create a highly inclusive, warm, and welcoming environment in which babies thrive. Babies enter happily and are quickly absorbed in a wide range of learning opportunities. Leaders and staff have carefully crafted a highly ambitious curriculum that provides all babies with the skills that they need to build a solid foundation for future learning. Babies are safe and feel safe. This is because of the warm, caring relationships staff develop with them. Staff have an innate understanding of the babies' needs. They are skilled at noticing the subtle nuances in babies' behaviour and provide them with the support that they need. In addition, babies are confident to seek out key staff for reassurance when they are tired or unsettled.

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

Staff have high but reasonable aspirations for babies' behaviour. They are extremely positive role models who demonstrate to babies how to be kind to one another, take turns, and share the resources. Consequently, babies develop empathy towards others.

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Address:

Kids Planet Little Lever Baby House Coronation Square Bolton Lancashire BL3 1LP

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Address:

Type: Childcare on non-domestic premises

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Address:

Registration date: 04/02/2025 Babies are active and interested learners. They relish the opportunities to play in the sand or 'gloop'. They gaze in wonder as the 'gloop' runs through their fingers. Babies enjoy the opportunities to carry out small tasks, such as helping to put the items in the box after song time. These regular opportunities help all babies, including those with special educational needs and/or disabilities, to develop the skills and confidence to move on to their next stage of learning.

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Next steps

Leaders and staff should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, and those who are known (or previously known) to children's social care.

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About this inspection

The inspector spoke with leaders, staff, parents, babies and senior leaders 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. Registered person: Kids Planet Day Nurseries Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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