Kids Planet Hopwood

Kids Planet Hopwood

Unique reference number (URN): 2811191 Address: Hope Cottage, Lane End, Heywood, OL10 2JE Type: Childcare on non-domestic premises Registered with Ofsted: 12/09/2024 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 Strong standard

Children achieve consistently as high-quality teaching and experiences provide opportunities for their learning and development. They are confident in preparing for transitions as they are independent throughout routines and self-care practices. Babies and toddlers skilfully feed themselves at mealtimes as they use forks and spoons to scoop their nutritious meal. Pre-school children use forks and knives appropriately to cut and feed themselves with confidence. All children enjoy meaningful interactions with staff as they discuss the food they are eating. Older children express how 'delicious' the food is as they ask for more.

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Achievement Strong standard

Pre-school children enjoy using mark-making equipment to write their names and to share their knowledge of letters and numerals. Staff offer praise consistently, which encourages children to engage further. Children are focused and attentive during activities as they handle scissors with care. Children with special educational needs and/or disabilities achieve well. For example, they use their gross motor skills to move around the provision and embrace their learning experiences. Children with other barriers to their learning are confident to adapt their knowledge and understanding to initiate play with their peers as they dig and scoop in the sand tray. Children are integrated in play and are secure within their environment.

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Behaviour, attitudes and establishing routines Strong standard

Children respond to the positive culture that leaders embed with respect. They demonstrate a clear understanding of the expectations. Children develop positive relationships with their peers and staff as the environment promotes warmth and nurture. Children receive comfort from staff as they are attentive and knowing of their needs. Younger children seek out their familiar adults with confidence. Staff support their feelings swiftly through cuddles and reassurance. Older children receive comfort and encouragement to understand and regulate their emotions through effective communication. Children display a willingness to learn and develop as they seek out activities and experiences, with an eagerness to engage and remain focused.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff work in partnership with parents and carers and families to promote attendance and punctuality. Leaders monitor children's attendance and absences through the communication app with parents to highlight any patterns of absence. If a pattern is noticed, leaders then work to overcome any barriers that may be of influence. Routines are embedded throughout the provision to provide a calm environment where children feel secure and safe. As a result, children play harmoniously with their peers. They recognise photos of themselves and their artwork across the provision with pride.

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Children's welfare and wellbeing Strong standard

Children learn to make their own healthy choices as staff teach them the importance of healthy eating, rest and exercise. Staff promote physical activities through stimulating and fun sport activities. For example, children participate in activities led by sports coaches. They tiptoe across ladders, kick a football and practise their running. Children learn to develop their balance, explore different ways of moving and practise turn-taking skills as they work within a team. Leaders and staff celebrate children's unique personalities and are skilful in responding to the varying needs of all children.

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Children's welfare and wellbeing Strong standard

Younger children enjoy a calming and peaceful environment to support healthy routines of sleep and rest to promote further learning. Children develop appropriate levels of independence to manage their own personal needs. For example, they dress themselves for outdoor play and use cutlery skilfully to feed themselves.

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Children's welfare and wellbeing Strong standard

Children with special educational needs and/or disabilities or children who face other barriers to their learning are involved in all aspects of learning as children and staff initiate playful interactions and develop secure and trusting attachments. As a result of these attachments, children feel safe and secure. This enables them to become confident learners as they embrace all aspects of learning within the provision.

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Curriculum and teaching Strong standard

Leaders and staff use an ambitious and inclusive curriculum, embedded into practice across the provision. Staff work effectively to provide high-quality interactions and use every opportunity for children to learn. Leaders support staff through the curriculum, ensuring that teaching is relevant and effective. Staff are skilled in adapting in the moment to respond to children's emerging thinking. As children explore different insects, staff encourage children to count the legs of the insects. Children transfer this knowledge into the play dough as they create their own grasshoppers. Staff focus on learning being age-appropriate. For instance, babies enjoy a safe environment for floor-level play where they can crawl, cruise and roll with confidence. Toddlers explore an environment that encourages them to risk take, run and climb to develop their physical and gross motor skills. Children across the provision

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Curriculum and teaching Strong standard

learn to be kind, caring and respectful to another. There is a real focus on their personal, social and emotional needs.

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Curriculum and teaching Strong standard

Children are confident learners as they explore the provision with a willingness to learn. Children experience a variety of language as staff teach mathematics within play. Babies and toddlers count alongside staff as they build towers from blocks. They enjoy discussing how 'big' and 'small' the different towers are. Pre-school children explore different units of measurement as they race one another to fill their boats during water play. Staff encourage children to fill their jugs to specific measurements before using their fine motor skills and coordination to skilfully pour their jugs into the boats.

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Leadership and governance Strong standard

Leaders are passionate, dedicated and ambitious. They create an environment that constantly develops and improves as they identify areas for improvement and provide training opportunities to ensure improvement. Leaders prioritise professional development for all staff as they create opportunities for further training, such as becoming a forest school ambassador or a mathematics champion. Leaders continue to support children with special educational needs and/or disabilities as they identify specific training. Leaders create an open-door policy for staff and families to communicate effectively and develop close

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Expected standard

partnerships as they provide daily feedback at handover times. Leaders enhance their support to parents and families as they work with the local council to provide a prescription library scheme as they help families to access specific books to read with their children to support through significant changes that they may be experiencing. Leaders have also introduced a lending service where families can borrow different board games to encourage less screen time and provide more opportunities for interactions at home. These additional methods of support create an excellent link between home and the provision, to make a demonstrable difference to children and their families as leaders acknowledge the importance of parent partnerships.

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Expected standard

Leaders promote staff's wellbeing as they acknowledge the pressures and the workload and create opportunities to support or ease these. For example, leaders have made a dedicated space for staff to exercise and relax while on their break times. As a result, staff feel refreshed and motivated, making a positive impact on the quality of provision. Staff express how they feel supported and able to always communicate with leaders. Leaders use supervision sessions and appraisals effectively to identify further training opportunities as they prioritise continuous development to make a difference to children's experiences and care.

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Inclusion Expected standard

Leaders and staff work swiftly to identify and support the needs of children. They provide early help and interventions upon first concerns. Staff support children with special educational needs and/or disabilities (SEND) or those who may face other barriers to their learning with interventions and strategies to focus on their learning and development. As a result, children with SEND or with other barriers to their learning integrate well into the provision and learn alongside their peers. Occasionally, these strategies are not specific enough to children's individual needs to be effective. For example, staff do not consistently provide children who speak English as an additional language with other tools to promote their communication methods. As a result, these methods are not consistent.

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Inclusion Expected standard

Leaders and staff work collaboratively with different professionals, such as speech and language therapists, to gain advice for further help. From this effective working, children with SEND benefit from relevant next steps to make appropriate progress. Leaders and staff are knowledgeable. They have a secure understanding of children's needs, which helps them to use additional funding appropriately. This has a positive impact on reducing barriers for children. Staff provide children with additional assistance or resources to support children's learning and development. Leaders and staff ensure that the strategies used are generally effective and communication between home, nursery and professionals is up to date and consistent.

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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 arrive at this nurturing and home-from-home environment with big smiles and a willingness to learn. Children are confident and curious learners as they feel safe in their learning environment. Each child is welcomed into the setting with such a warm embrace. Staff speak to children with a clear love and understanding of their unique personalities, which are celebrated throughout the provision. Children feel valued, as leaders and staff keep children at the centre of all their learning and teaching to provide continuous development.

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Address:

Hope Cottage Lane End Children thrive and flourish as staff embed high-quality interactions. Babies enjoy age- appropriate learning as they use their fine motor skills to explore musical instruments. Older children enjoy playful interactions with staff as they race to fill their boat with water first, using pipettes to transport water. Children experience a wide variety of language as staff prioritise their communication across the setting. Younger children listen and repeat single words, and older children confidently interact to initiate play and turn-taking.

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Address:

Children show a willingness to learn and develop. Staff carefully consider activities and resources to promote children's next steps for development. Children and families form trusting bonds with leaders and staff. They share their home experiences closely with staff. This helps staff to create impactful learning opportunities. Children explore their love for books and singing as they share story time with staff. Children copy staff and model singing the 'Good morning' song while asking their friends, 'How are you feeling this morning?' This creates a real sense of belonging as children use their experiences to influence their play, and form links between play and real life.

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Next steps

Staff should continue to ensure specific strategies are fully embedded across practice to further support children with special educational needs and/or disabilities or those who may face other barriers to their learning.

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About this inspection

The inspector spoke with leaders, staff, 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. Heywood OL10 2JE 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 - 17:30

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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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