Kids Planet Audenshaw

Kids Planet Audenshaw

Unique reference number (URN): 2739914 Address: Mount Pleasant Street, Audenshaw, Manchester, M34 5XX Type: Childcare on non-domestic premises Registered with Ofsted: 02/08/2023 Registers: EYR, CCR, VCR Registered person: Kids Planet Day Nurseries Limited

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Expected standard

Children who face barriers to their learning and/or wellbeing make steady and sustained progress, particularly in their social interactions and communication. For example, children learn to play alongside their friends. Babies babble happily with staff. This helps them to develop an understanding of two-way conversations. They are confident to make their wishes and feelings known, for example, when they need a drink or snack.

p.2

Achievement Expected standard

Older children develop independence as they see to their own toileting needs and serve themselves at lunchtimes. They confidently use a range of tools, such as ladles to serve food items and jugs to pour water. These skills help children to develop a 'can-do' attitude and build on their confidence, resilience and self-esteem.

p.2

Achievement Expected standard

Babies are curious learners. Older children concentrate well as they practise hitting the ball with a bat. Children are able to concentrate on tasks and are building the foundation for future learning.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders and staff create a positive culture in which children and babies can grow and develop. They set age-appropriate expectations for children's behaviour. Clear, established routines enable all children, including those with special educational needs and/or disabilities, to know what is happening now and next. As a result, children are happy and settled in the setting. This is further supported by the warm, caring relationships staff develop with all children.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff role model expected behaviours, such as using polite manners, and they consistently praise positive behaviour. Children learn from a young age to take turns and to listen to their friends and others. They play collaboratively with their friends and share resources. Children are kind. For example, they offer to pour their friends' drinks. Children become interested and eager learners. This is because of the intentional learning that captivates their interests. Children learn to keep themselves safe. They know to hold on to the coloured rope as they go outdoors and remind their friends to hold the handrail as they go up and down the stairs.

p.2

Behaviour, attitudes and establishing routines Expected standard

The setting's positive relationships with parents ensure that families feel welcomed and valued. This inclusive approach supports children's regular attendance, forming positive habits for the future.

p.2

Children's welfare and wellbeing Expected standard

Leaders and staff develop warm, trusting and caring relationships with the babies and children. Babies approach staff for comfort and reassurance when new people are in the room. Staff work with parents to establish babies' sleeping, weaning and feeding routines. This helps children develop secure attachments and promotes their health and wellbeing. Staff know children well, including those with special educational needs and/or disabilities, and generally respond appropriately to changes in children's emotions and needs. This helps children to feel valued and respected.

p.2

Children's welfare and wellbeing Expected standard

Risk assessments are implemented well. Children are supervised when eating and sleeping, and this helps to keep them safe. In addition, staff use these opportunities to talk to children about healthy eating and the importance of good oral health. Children understand the importance of washing their hands at appropriate times. Furthermore, discussions around food allergies or intolerances help children to understand what they can and should not eat. This builds children's resilience. Children enjoy the opportunities to practise walking along the wobbly plank and using bats and balls. These experiences enable children to develop good habits for life that support their health and wellbeing.

p.3

Curriculum and teaching Expected standard

Leaders and staff have carefully considered the curriculum and have made significant changes since the previous inspection. For example, the reorganisation of the 2 pre-school rooms has had a positive impact on children's ability to engage in their learning. Effective oversight of the curriculum means leaders are able to identify gaps and take action to address this. However, some gaps remain in the curriculum for outdoor play. This means that, on occasion, some children are not fully engaged in their learning.

p.3

Curriculum and teaching Expected standard

Leaders and staff place a key focus on supporting children's communication and language skills. However, on occasion, staff do not model the correct use of language. In addition, some conversations are stilted. This does not help children to develop an understanding of two-way conversations. Stories, and songs permeate throughout the setting. Older children joyfully sing, 'We will, we will, rock you.' Children demonstrate sound physical skills, such as balance and coordination, while playing outdoors. They show a love for outdoor learning. Babies enjoy scooping and pouring sand, which helps develop the hand control needed to feed themselves.

p.3

Curriculum and teaching Expected standard

The teaching of mathematics is generally well established. Older children are confident to count independently and recognise numbers in the environment. Staff provide opportunities for children to see and hear numbers and to count. For example, staff count '1, 2, 3' before encouraging children to roll the ball to each other. Staff introduce new concepts, including mathematical ideas related to size, which help children to develop their vocabulary.

p.3

Inclusion Expected standard

Leaders have ambitious expectations for all children. They have carefully considered the environment and made effective adaptations to ensure all children are included and feel valued. Staff have received training that enables them to quickly identify and assess each child's needs.

p.3

Inclusion Expected standard

Leaders and staff correctly identify when children may need additional support and make the appropriate referrals to partner agencies. Leaders and staff collaborate with parents to create bespoke plans that celebrate the uniqueness of each child to support them. Leaders and staff meet regularly to discuss the progress children are making and to consider the effectiveness of the plans in place for them. Additional funding is used well, for example, to provide one-to-one support. Ultimately, these interventions are helping to narrow the gap in children's learning.

p.3

Inclusion Expected standard

Support for children who speak English as an additional language remains a strength. Staff work in partnership with parents to support children's acquisition of language. As a result, all children make steady and sustained progress.

p.4

Leadership and governance Expected standard

Leaders have carefully considered the outcomes at the previous inspection and have taken swift and decisive action. Staff wellbeing is prioritised. Staff comment positively on the training, development and support provided. They talk enthusiastically about the changes made and the beneficial impact on the children's care and education. Overall, staff have a clear understanding of their roles and responsibilities. Leaders and staff have a better understanding of children's individual starting points, the range of educational needs and any barriers they may face to their learning. Leaders are reflective and ambitious and demonstrate a commitment to continuous improvement for all staff and children. This helps them to respond quickly to any gaps in practice.

p.4

Leadership and governance Expected standard

Leaders and staff work collaboratively to support all children, including those with special educational needs and/or disabilities or those who have other barriers to learning. Funding is used wisely to bring about the best possible outcomes for children and to narrow any gaps in their learning. Partnerships with parents are effective. Parents feel included in their children's care and speak positively about the nursery and staff.

p.4

Compulsory Childcare Register requirements

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

p.4

Register

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

p.4

Voluntary Childcare Register requirements

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

p.5

Register

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

p.5

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

Children, including those with special educational needs and/or disabilities, are provided with a welcoming and safe environment. This inclusive setting celebrates the uniqueness of children and staff. Leaders and staff work tirelessly to overcome barriers that may impact on children and/or staff. Children enter happily and call out greetings to their friends and staff. Children and babies are confident to explore and engage in their activities. Children benefit from warm relationships with staff who genuinely care about them. Children feel safe and secure and readily approach staff for comfort when they are feeling unsure. Babies enjoy the opportunities to sit and read stories with staff. Children who are settling into the nursery, or a new room, are provided with reassurance and lots of cuddles. This helps them to settle into the new routines.

p.5

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

Children's attendance is carefully monitored. Leaders and staff have positive relationships with parents. This enables them to intercede and provide bespoke plans and support. In addition, they are able to signpost families to other professionals when needed to help mitigate any barriers to learning or engagement.

p.5

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

Staff have appropriate aspirations for children and want them to succeed. Children are provided with a high level of support, which builds their confidence and self-esteem. Children are confident to express their preferences. Babies point and gesture to articulate that they want a drink. Children are increasingly independent. They serve themselves at lunchtime and enjoy the opportunities to explore the natural environment. They are encouraged by staff to take appropriate risks. Children learn about different cultures and beliefs as well as exploring the wider world. This helps them to learn about tolerance and respect for others. Children, including those with special educational needs and/or disabilities, develop confidence in their own abilities. They develop the skills that they need to move on to the next stage in their learning.

p.5

Address:

Mount Pleasant Street Audenshaw Manchester M34 5XX

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Kids Planet Day Nurseries Limited

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

p.6

Next steps

Leaders should ensure that staff consistently model the correct use of language and provide opportunities for children to develop an understanding of two-way conversations. Leaders should strengthen the curriculum for outdoors to provide more focused learning experiences.

p.6

About this inspection

The inspectors spoke with the manager, area manager, children's director, early years lead, special educational needs coordinator, staff, children and parents during the inspection.

p.6

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.

p.6

Facts and figures used on inspection

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

p.7

Exceptional

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

p.7

Strong standard

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

p.7

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.

p.7

Needs attention

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

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.8