Kids Planet Brampton

Kids Planet Brampton

Unique reference number (URN): 2544914 Address: Chatsworth Road, Chesterfield, Derbyshire, S40 3AD Type: Childcare on non-domestic premises Registered with Ofsted: 19/07/2019 Registers: EYR, CCR, VCR 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

All children, including children with special educational needs and/or disabilities and those who face barriers to their learning, make progress in all areas of their development. Children develop increasing independence and confidence in managing their self-care needs. Toddlers pour their own drinks and drink from open-top cups. Pre-school children peel and safely cut up fruit for their snack.

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Achievement Expected standard

Pre-school children enjoy looking at books with their friends. They talk to each other about the characters and events in the stories. Babies and toddlers enthusiastically join in with singing songs and rhymes. However, at times, children's communication skills are not supported as well as they could be. Staff encourage children to say words such as 'doggie' and 'duckie', rather than 'dog' and 'duck'. This can hinder children's vocabulary development.

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Achievement Expected standard

Children demonstrate a willingness to learn. Carefully adapted activities, along with additional focused support from staff, mean that all children, including those who face barriers to learning, can participate fully in the activities on offer. Overall, children are well prepared for their next stage of learning, including moving up to another room within the nursery or the transition to school when the time comes.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote the importance of regular attendance and punctuality through conversations with parents. They put strategies in place quickly when they identify that there are barriers to attendance. This helps ensure that all children can access the early education that they are entitled to.

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Behaviour, attitudes and establishing routines Expected standard

Staff are positive role models. There is a culture of kindness and respect between children and staff, and children and their peers. Staff encourage children to listen to each other and to contribute and engage in group activities. Children concentrate, listen to and follow instructions. Staff offer children lots of praise and encouragement. Pre-school children demonstrate that they are aware of the rules and understand that they need to be kind to each other. Overall, staff help children think about why there are rules in place. However, they do not support children to understand why they need to wear sun hats and apply sunscreen before going outside and how this helps to keep them safe.

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Behaviour, attitudes and establishing routines Expected standard

Staff adjust behavioural expectations well for children with special educational needs and/or disabilities. The rooms are organised to meet the care and wellbeing needs of children, such as providing children with a safe space for them to regulate their emotions.

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Children's welfare and wellbeing Expected standard

Staff gather a range of information from parents and carers when children first start at the nursery. They use this information to help new children settle. This ensures that children with special educational needs and/or disabilities and those known to children's social care receive the appropriate support. The key-person system is effective in supporting secure relationships between children and the staff who care for them. Children confidently separate from parents when they arrive at the setting. Typically, staff working with babies and toddlers are responsive to their needs and recognise when they are hungry, tired, shy or need support and comfort. Parents comment on the warm welcome that they and their children receive each day, and how well staff know their children.

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Children's welfare and wellbeing Expected standard

Staff provide children with freshly prepared healthy meals and snacks. Staff pay close attention to ensure that children's individual dietary requirements are met. They complete handover checks with catering staff before meals are served. Staff monitor children effectively as they eat and sleep to ensure that they remain safe. However, staff do not consistently help children to understand why it is important to make healthy choices about the food they eat. This does not fully support children to build healthy habits for the future.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that is structured so that it progressively builds on what children know and can do, and typically helps prepare them for their next stage of learning. All children, including those with special educational needs and/or disabilities and children who face barriers to their learning and/or wellbeing, are able to access a broad range of activities and experiences. This supports them to make progress in all areas of learning.

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Curriculum and teaching Expected standard

Staff count objects as they play alongside children and introduce mathematical language. Toddlers count the steps with staff as they walk down the stairs. Pre-school children develop their fine motor skills as they take part in creative activities. They eagerly paint pictures of the flowers that they have seen on their nature walk. Staff praise the children's creativity, and children show pride in their achievements.

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Curriculum and teaching Expected standard

Staff typically interact with children well. They give good eye contact when interacting with babies and respond to their babble. Staff encourage pre-school children to talk about the insects that they have seen on their walk. They introduce new information to children, such as talking to them about the life cycle of a butterfly. However, staff do not always model the correct pronunciation of words when talking to children, which can prevent children from using the correct vocabulary.

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Inclusion Expected standard

Staff assess and review children's development at regular intervals. They use the information gained from observations and assessments to ensure that children's emerging developmental needs are identified. This helps them to draw up targeted individualised plans for those who need them. Leaders make swift referrals to external health and education professionals to ensure that appropriate strategies are in place. This partnership working helps staff to provide the correct support for children with special educational needs and/or disabilities and those who are known to children's social care. This supports children to make progress in all areas of their development. Staff use signing and picture boards with children who require additional support with their communication. However, staff do not always model the correct pronunciation of words when talking to children, which can cause confusion for children who are developing their vocabulary.

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Inclusion Expected standard

Extra funding, such as inclusion funding and pupil premium, is strategically used to support the individual children who receive it. Staff work with parents to identify the activities, resources and equipment that can be used to aid the child's specific development needs. Leaders monitor the impact of funding carefully, ensuring that it has been used in a way that has a positive effect on children's developmental progress.

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Leadership and governance Expected standard

Overall, leaders support staff well. They place a high priority on ensuring the wellbeing of the staff and are mindful of workload demands. Staff comment that they enjoy working at the nursery. They have regular meetings and receive feedback on their practice. Leaders encourage staff to access ongoing professional development opportunities. However, the programme of professional development does not focus on helping staff to raise the quality and consistency of their teaching. This means that teaching across the nursery does not fully maximise children's opportunities for learning. Robust recruitment procedures are in place to ensure that all staff employed to work with children are suitable to do so. New staff receive a comprehensive induction to ensure that they understand their role and responsibilities.

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Leadership and governance Expected standard

Leaders understand the importance of working with parents and external professionals to ensure that the needs of children with special educational needs and/or disabilities, and those known to children's social care, are fully met. This typically helps reduce barriers to children's learning and supports children to make progress.

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Leadership and governance Expected standard

Overall, leaders demonstrate a clear understanding of the strengths of the provision and identify clear priorities for development. They recognise that the lack of outdoor space has an impact on how they implement the curriculum for physical development. To overcome this, staff take children on daily walks and trips out in the community to parks, woodlands and nature reserves. They have developed a room that is used specifically to provide children with the opportunity to climb and balance.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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

Babies, toddlers and pre-school children demonstrate that they feel safe and have a sense of belonging at the nursery. They approach staff for cuddles and reassurance when needed. Pre-school children tell their parents that they enjoy attending nursery. Babies play alongside their peers as they send model cars down a ramp. Staff support them to take turns and praise them for doing so. Babies laugh and giggle as they watch their car shoot off the end of the ramp and are eager to repeat the activity.

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

Children have access to a broad curriculum that staff plan to reflect children's interests and development needs. This means that children are motivated to play and eager to join in with the activities on offer. Children of all ages listen as staff read stories to them. Staff encourage babies to name the animals and make the sound of the animal in the pictures. Toddlers and pre-school children independently choose the stories they want to listen to and take the books to staff to read with them.

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

Children are sociable, confident and inquisitive learners. They concentrate as they build with bricks. When their construction topples over, staff encourage children to problem-solve and rebuild it, making it more stable. Children develop knowledge about the world around them. Staff help children to think about why houses do not fall over and how builders use cement to glue house bricks together.

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

All children make progress in their development from their starting points. They are developing the skills that they will need for their next steps in learning. Thoughtful adaptations, such as one-to-one support, ensure that all children, including those with special educational needs and/or disabilities and those who face barriers to their learning,

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Address:

Chatsworth Road Chesterfield Derbyshire S40 3AD

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Address:

Type: Childcare on non-domestic premises

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Address:

Registration date: 19/07/2019 are well supported to join in. This includes providing support for children who speak English as an additional language. Staff work in partnership with parents to understand the key words children use at home and their cultural heritage. Children are learning about the similarities and differences between themselves and others.

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Next steps

Leaders should strengthen the programme of professional development to help raise the quality of teaching. Leaders should enhance staff's awareness of the importance of using the correct vocabulary when communicating with children. Leaders should ensure that staff support children's understanding of how and why they need to make healthy choices about food, exercise and sun safety.

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About this inspection

The inspector spoke with the leaders, staff, children and parents 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 : 07:30 - 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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