Kids Planet Moseley

Kids Planet Moseley

Unique reference number (URN): 2669053 Address: 70 Barn Lane, Moseley, BIRMINGHAM, B13 0SW Type: Childcare on non-domestic premises Registered with Ofsted: 19/01/2022 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

Children make steady progress from their starting points. Those with special educational needs and/or disabilities and those who are known to social care, gain the skills they need to progress to the next stage in their education. Staff plan learning opportunities that all children can take part in. This ensures all children across the nursery build on their existing skills.

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Achievement Expected standard

Children develop their communication and language skills. Babies hear rhymes and songs as staff soothe them when they are upset. Older children enjoy reading stories. They learn about characters in books and begin to understand that text has meaning. Developing children's independence is a focus in the nursery. Children gain increasing independence over time. They learn to use cutlery independently to feed themselves. As they progress through the nursery, they learn to serve their own meals. This helps them to develop the control and confidence they need for their move to school.

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Behaviour, attitudes and establishing routines Expected standard

Children generally follow routines well. They line up to wash their hands before meals and then sit at tables ready to eat. They show that they are familiar and confident with these routines. Older children learn to take turns as they pass trays around at mealtimes and serve themselves. Children show patience and cooperation at these times. Staff understand that some children, such as those with special educational needs and/or disabilities, require flexibility within the routines. For example, they recognise that some children struggle to sit for extended periods and encourage them to join their friends at the table once the food is ready for serving.

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Behaviour, attitudes and establishing routines Expected standard

Staff are gentle and caring with children. They remind children of behaviour expectations, providing support for them to understand why certain rules are in place. Children respond well to this and learn to share resources with others. Children are praised during play. This encourages repeated positive behaviours. Children show enjoyment at these times. Generally, staff develop warm and affectionate relationships with children. They provide comfort when they are upset and learn about their interests. Over time, this helps children to develop a sense of security. Children develop positive relationships with one another, inviting others into their play and forming friendships. They are beginning to develop positive attitudes to their learning. During focused activities, children show interest and engage in the experiences on offer. Regular attendance helps children to benefit from consistent learning

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Curriculum and teaching Expected standard

Leaders have a clear idea of what they want children to learn. They design a curriculum that is sequenced across the nursery so that children build on what they know and can do. Leaders have identified that there are some inconsistencies in staff practice and are starting to address this. Children experience purposeful interactions with staff during focused

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Needs attention

activities. At these times children hear new words and have opportunities to practise skills they have previously learned. However, during times of free play staff are less focused on interacting with children to extend their learning. Staff tend to supervise children at these times rather than engage them in meaningful interaction. As a result, the opportunities for teaching children are not fully maximised.

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Needs attention

Children develop a love of books. From a very young age, children show an interest in sharing stories. They have favourite books which they take to staff for them to read. Children show interest as they listen to stories and follow pictures in books. Older children begin to develop the skills they will need for school. Staff provide sponges in water with a variety of tools. Children squeeze sponges using juicers. This develops the coordination and strength in their hands which they will need for writing later on.

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Inclusion Expected standard

Leaders and staff identify the emerging needs of children quickly. They use assessment effectively to measure where there are gaps in children's development. Leaders and staff work closely with parents and carers, and other professionals, to implement support for children from the earliest opportunity. For example, where children with special educational needs and/or disabilities (SEND) move from other settings, leaders liaise with them directly. They find out specific information about children's needs, so that there is a smooth transition for them. Leaders draw on the expertise of local SEND teams, so that they incorporate the most appropriate support for children. Those who take the lead on inclusion at the nursery, provide support for staff so that they have the information they need about children to meet their individual needs. Leaders help staff to implement strategies that help children to make

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Inclusion Expected standard

Leaders ensure additional funding is used in the most effective way to support children. For example, they identify what helps children to engage in learning and purchase further resources for them. Staff stay close to older children who are new to the nursery, as they become familiar with their new environment. They adapt routines so that all children can be included. For example, some children sit down for meals later than others. This reduces the time they are expected to sit and wait.

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Children's welfare and wellbeing Needs attention

The key-person system does not effectively support children's wellbeing and welfare. Leaders do not ensure that staff understand who the key person is for all children. Consequently, some children who are new to the nursery are not able to build important, early attachments with designated staff. Additionally, when staff move across rooms, the transition from one key person to another is not performed smoothly. Staff are unsure of who has taken on the role of key person for some children. This can be disrupting, particularly for babies. Staff do show care towards children and give them cuddles and comfort when they are upset. Leaders have taken action to improve hygiene procedures in the nursery, however, more needs to be done to ensure hygiene practices are followed consistently. For example, children walk around with comforters that are accessed by other children, and staff sometimes do not make sure children wash their hands after wiping their nose.

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Children's welfare and wellbeing Needs attention

Children have opportunities to be active daily and learn how to keep their bodies healthy. They learn how exercise affects their body and how to calm themselves down. Staff provide quiet areas for children to rest and generally adapt routines to fit with sleep patterns at home. There are times however, when children wake from sleeping and are immediately placed at the table to eat. Staff do not always recognise that children need extra time to come around when they wake up. This causes upset, particularly to babies who require further comfort upon waking. Children with special educational needs and/or disabilities are supported well and learn to manage their own personal care needs independently.

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Leadership and governance Needs attention

Leaders have a broad awareness of the nursery strengths and where improvement is needed. They largely focus on the right areas for improvement. Staff have access to regular professional development opportunities. Leaders' evaluation of practice, although generally accurate, does not always fully consider how to support staff to improve so that practice is of consistently high quality across the nursery. Systems to monitor the impact of training do not yet successfully secure improvement to ensure children receive sustained high quality teaching. Additionally, leaders have not ensured that the key-person system fully supports the development of secure attachments, particularly for babies. This impacts on their early experiences and does not promote their wellbeing effectively.

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Leadership and governance Needs attention

Leaders develop positive relationships with staff, parents and carers. Parents comment positively on the care their children receive and the progress they make over time. Parents of children who face barriers to their learning appreciate the support they have received as a whole family unit. Leaders have suitable arrangements in place to ensure children with special educational needs and/or disabilities receive the right support as early as possible. Staff feel supported by leaders and find their workload manageable.

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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

The key person system at the nursery is not fully effective. Leaders have not ensured that there is a designated key person for all children. New babies are often upset, and although staff provide cuddles for these children, they experience comfort from a variety of staff. In addition, staff are unsure about who is the designated key person for some children. This does not offer a secure and settled relationship for babies from the moment they start at nursery. Furthermore, leaders do not always target the support they provide for staff precisely enough so that it has the desired impact on improving learning experiences for children.

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

Children are happy at the nursery, and enjoy joining in the activities on offer. They enjoy spending time with their friends taking part in yoga sessions. They copy different stretches and positions that are demonstrated by staff. Children develop an awareness of how their body works and how to keep themselves calm. They take part in breathing exercises and pay attention to how movement affects their bodies, such as listening to their hearts racing and then getting slower. Children with special educational needs and/or disabilities take part in similar activities to their friends. Leaders and staff make adaptations to routines where needed and provide the support they need to learn alongside their peers. Children generally learn the skills they need to prepare them for their move to school.

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

Children have daily access to the outdoors. They spend time moving around on vehicles, developing their balance and coordination. Children have chance to develop their social skills. They play alongside others, and often have opportunities to mix with different age groups in the nursery. Children demonstrate suitable behaviour. They are supported by staff

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Address:

70 Barn Lane Moseley BIRMINGHAM B13 0SW during times when they experience conflict. They learn how their behaviour affects others and the importance of sharing and cooperating. Children attend regularly, affording them the chance to practise the new skills they learn.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

improve the key-person system so that it is effective in supporting secure attachments between babies and staff 31/07/2026

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Action Completion Date

provide staff with further, more targeted support so that learning experiences for children are of consistently high-quality. 31/07/2026

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About this inspection

The inspector spoke with leaders, practitioners, and parents and carers during the 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. Type: Childcare on non-domestic premises

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About this inspection

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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