Kids Planet Macclesfield

Kids Planet Macclesfield

Unique reference number (URN): 2593049 Address: Bennett House, West Park Drive, MACCLESFIELD, Cheshire, SK10 3GP Type: Childcare on non-domestic premises Registered with Ofsted: 13/05/2020 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 achieve well from their starting points. They are able to pay attention and focus during activities. Children develop coordination and control over their bodies through physical games. They show increasing levels of confidence. Children typically persist at activities. For example, they spend time learning how to operate cause-and-effect toys. Children develop language to enable them to express their needs and feelings. For example, children share that they are excited during story time. Older children are confident to share their thinking and ideas with their peers and staff.

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Achievement Expected standard

Children with special educational needs and/or disabilities, and those with barriers to their learning experience success. They enjoy exploring with materials and build secure relationships with staff. Children with SEND have the support in place ready to move on to school. This ensures that times of change do not impact on children's continuing progress.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff promote children's regular attendance with parents and carers. They have clear expectations of behaviour and work in partnership with parents. Leaders and staff have strengthened the routines in the setting. They create calm and inviting mealtimes for children that meet their developmental needs. For example, younger toddlers eat lunch first, while older toddlers continue to play. Staff typically support children to develop their independence during routines. For example, staff support children to serve their own food at mealtimes.

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Behaviour, attitudes and establishing routines Expected standard

Staff are kind and caring towards children. They support children to engage and play well with each other. Staff acknowledge children's attempts and achievements such as when building a tower out of blocks or when making cars from wood. Staff play alongside children. They have positive interactions and show enjoyment in play. This means that children develop positive attitudes to learning.

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Behaviour, attitudes and establishing routines Expected standard

Staff know children well and adjust routines to meet individual children's needs. They effectively support children to manage their behaviour. For example, staff promote yoga activities and sensory experiences to help children to regulate their own emotions. Staff promote turn-taking with equipment and resources. As a result, children behave well and know what is expected of them.

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Children's welfare and wellbeing Expected standard

Leaders have established an effective key-person system that meets children's unique needs. Staff build warm relationships with children and parents and carers. They support children's physical and emotional wellbeing. For example, staff acknowledge children's feeling and offer support and comfort. Staff engage positively to meet children's individual needs. For example, staff support children with special educational needs and/or disabilities to engage in routines such as toileting. This means that children are happy, settled and actively engaged in learning.

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Children's welfare and wellbeing Expected standard

Staff support children to take appropriate risks through outdoor play. For example, babies push trolleys uphill and older children create obstacles using planks and crates. Staff support children to understand the importance of being healthy. They talk about healthy food during mealtimes. Staff provide lots of opportunities for children to be physically active. For example, staff take children on regular trips to local parks where they can run and climb.

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Children's welfare and wellbeing Expected standard

Staff talk to children about the importance of following good hygiene practices. They encourage and support children to wash hands before any meals. Staff support children to be increasingly independent during self-care routines.

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Curriculum and teaching Expected standard

Leaders have a clear understanding of child development and how to support children's learning. They implement a curriculum that typically builds on children's knowledge and skills and use children's interests to weave learning through play. For example, staff recognise children are learning about caring for others when they play hospitals with dolls. They provide cloths and water to bath the dolls, to extend their learning.

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Curriculum and teaching Expected standard

Leaders and staff ensure that children have secure foundations in communication and language and physical skills. For example, staff promote toddlers hand-eye coordination and balance through obstacle courses and throwing balls into nets. Staff talk, sing and read stories to children. They read familiar stories to children who repeat phrases with excitement. Staff explicitly teach maths to children. They support children to create 'worms' in play dough and measure how long they are. Staff teach children about feelings and emotions. Children are confident to talk about how they are feeling. They look at books and talk about what makes them happy.

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Curriculum and teaching Expected standard

Staff support children with special educational needs and/or disabilities by adapting activities to meet children's individual needs. They use visual cards, repetition and model short clear sentences to support children's communication and language skills. Staff support those who are disadvantaged through regular trips into the community. This supports children to understand the world around them.

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Inclusion Expected standard

Leaders have a clear process to identify children's needs. They ensure that children with special educational needs and/or disabilities (SEND) receive individualised support. Leaders and staff put plans in place to support children's development. Staff monitor children's progress through ongoing observations, assessments and regular reviews of individual support plans. As a result, children make steady progress towards their goals. Staff adapt teaching practices to meet the individual needs of children. For example, staff support children with SEND to re-engage in activities by offering calming experiences such as play dough.

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Inclusion Expected standard

Leaders and staff support children who are disadvantaged or face barriers to learning. They work together to support vulnerable parents and carers. Leaders and staff work effectively with external professionals to ensure a consistent approach to supporting children's development. For example, staff provide parents with information about the services available in their community. Leaders and staff effectively support children who are disadvantaged. They use additional funding to support children's learning and development. For example, staff buy large books to support children's communication and language skills. Leaders and staff use funding to remove barriers to children's learning. For example, they purchase items to support children and their parents to access the community.

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Leadership and governance Expected standard

Leaders are passionate and committed to providing high-quality education and care for children. They work closely with the long-standing staff team to support them in their roles. Staff value the frequent supervisions and support for their wellbeing. However, leaders do not consistently implement coaching and mentoring practices for some staff. They do not always provide staff with the direct feedback to help improve their practice. For example, staff do not receive clear feedback in the moment that recognises strengths and supports them in their areas of development.

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Leadership and governance Expected standard

Leaders ensure that all staff complete training that effectively supports them. Staff are happy and enjoy their work. They take part in a thorough induction process that provides them with a secure base to build their knowledge. However, at times, staff do not recognise how to best support children's engagement in learning. Therefore, occasionally, this impacts on children's engagement in activities.

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Leadership and governance Expected standard

Leaders have a clear understanding about the community and their needs. They purchase resources and materials to meet the needs of children. Leaders and staff work well with other professionals. They utilise their knowledge and guidance to provide specific support for children who are disadvantaged, or who have special educational needs and/or disabilities. They utilise the local community to support children's understanding of the world and their place in it. For example, staff take children on regular outings to the fire station, forest and museums. Leaders and staff work in partnership with parents and carers. They ensure that parents feel secure and confident that their children receive appropriate support and care.

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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

Children experience a warm and caring environment. They build secure relationships with staff and their peers. Children show a secure sense of belonging in the setting. They play in small groups and work well together. For example, children build a high tower from blocks, they take turns and share their ideas and thoughts. Children explore through touch. They clap their hands in cornflour and squeeze play dough into different creations. Children benefit from opportunities to develop their physical skills. They create obstacle courses using planks and tyres, and carry rubber wheels uphill to roll them down. Children develop

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About this setting

Unique reference number (URN): 2593049 balance and coordination. They show increasing levels of confidence and ability to concentrate on their learning.

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About this setting

Children with special educational needs and/or disabilities, and those who are disadvantaged are supported well. They actively take part in singing and stories to develop their language and communication skills. For example, toddlers sing nursery rhymes in small groups and share stories with their key person. Children develop a love of maths. They learn about numbers through measuring with play dough and creating number lines.

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About this setting

Children benefit from regular trips into the community. Staff use these trips to enhance children's life experiences. For example, children visit the local fire station and forest; they learn about the roles of people who help us and nature. Children thrive as staff work in partnership with parents and carers. They receive tailored support to enable them to achieve. Children's learning is prioritised by staff who promote their attendance.

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Next steps

Leaders should strengthen coaching and mentoring processes to support staff's ongoing practice. Leaders should effectively deploy staff to ensure that children experience high-quality teaching.

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About this inspection

The inspectors spoke with leaders, practitioners, the special educational needs coordinator, and parents and children 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:

Bennett House West Park Drive MACCLESFIELD Cheshire SK10 3GP

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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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Address:

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

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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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