Kids Planet Altofts Baby House

Kids Planet Altofts Baby House

Unique reference number (URN): 2812442 Address: The Old Library, Church Road, Altofts, NORMANTON, West Yorkshire, WF6 2NN Type: Childcare on non-domestic premises Registered with Ofsted: 24/09/2024 Registers: EYR 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

Babies, including those who face barriers to their learning and/or wellbeing, such as children with special educational needs and/or disabilities or who are disadvantaged, make rapid progress from their starting points. Babies access an inviting, well-organised and stimulating environment that encourages high levels of curiosity and engagement. They babble happily to staff, with older babies using a range of words to convey their wants and wishes. They enjoy listening to stories and excitedly choose books to share with staff to read to them. These opportunities enhance babies' love of early literacy and reading.

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Achievement Strong standard

Babies pour and fill cups with sand and water. Babies learn the specific skills they need to gain independence, such as learning how to feed themselves and help themselves to their drinking cups when thirsty. These well-planned learning opportunities help babies to succeed and become confident and independent learners ready for the next stage of their learning.

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Behaviour, attitudes and establishing routines Strong standard

Well-established, clear routines enable all babies to benefit from the learning opportunities provided. Leaders and staff place a high importance on supporting babies' personal, social and emotional skills. They understand that for babies to engage in their learning they need to feel safe. Staff prioritise babies' transitions in and out of the setting. Bespoke plans mean that nothing is missed and babies are fully supported. As a result, babies enjoy loving and established relationships with the staff, where they receive high levels of praise, encouragement and care.

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Behaviour, attitudes and establishing routines Strong standard

The environment is both calm and purposeful, with children excitedly exploring a variety of thoughtfully arranged resources, displays and books. Staff work closely with parents to ensure that the routine of the setting is adapted to suit each individual babies' routine. Leaders and staff are aware of the importance of babies' attendance and the positive impact this has on their learning. They work with parents to eliminate any barriers for babies' attendance, such as adapting the hours that they attend. This helps babies to engage in their learning. Leaders and staff are extremely positive role models. They provide gentle, consistent reminders to babies about sharing and taking turns.

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Children's welfare and wellbeing Strong standard

Leaders and staff develop warm, positive relationships with babies. They collaborate with parents to ensure babies' routines, including sleeping and weaning, are established. This enables babies to build secure attachments and promotes their health and wellbeing. In addition, staff respond quickly and sensitively to the babies' needs. Practice is inclusive, ensuring that each child is treated as an individual.

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Children's welfare and wellbeing Strong standard

Embedded and well-structured routines support babies in developing long-lasting healthy habits that promote their emotional health and wellbeing. Staff actively promote the importance of being fit and well. They provide daily opportunities for babies to be outdoors. Babies are encouraged to take safe risks, such as attempting to use the slide. This helps to build babies' resilience and confidence in their own abilities.

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Children's welfare and wellbeing Strong standard

Mealtimes are relaxed social occasions, where babies are actively encouraged to develop the skills to feed themselves. Staff are extremely attentive to babies' dietary needs. In addition, they skilfully weave discussions about the importance of eating a healthy diet and drinking water. Babies are encouraged to wash their hands at appropriate times. Ultimately, babies become increasingly independent and develop the confidence to manage their own needs, such as accessing their own drinks.

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Curriculum and teaching Strong standard

Leaders and staff create an ambitious curriculum. This is skilfully designed to give babies the knowledge and skills they need to move on into the next stage of their learning. Clear assessment systems enable staff to plan the next steps for babies effectively. As a result, babies thrive and are active participants in their learning.

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Curriculum and teaching Strong standard

Staff are highly skilled communicators, who seamlessly thread new words and ideas into the activities. They are in tune with the babies' interests and use this to accelerate their learning. Staff know their favourite songs, such as '5 Little Ducks', and use these as they play with the ducks in the water tray. They introduce babies to early mathematical concepts as children roll balls down the shoots repeating words, such as top, bottom, up, down, big and small.

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Curriculum and teaching Strong standard

Staff provide numerous opportunities for babies to develop their small- and large-muscle development. Babies learn to crawl, climb, pull themselves up cruise and gain confidence in walking. Sensory experiences, such as scooping sand and pouring water, help them develop the skills to feed themselves. Staff encourage babies to be as active and independent as possible. As a result, babies develop confidence in their own abilities.

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Inclusion Strong standard

Leaders and staff create a highly inclusive and harmonious environment in which all babies' individuality is recognised and celebrated. They recognise that babies may have barriers to their learning and acknowledge that it is crucial for them to settle at the setting so that they are able to engage in their learning. Staff work tirelessly to support babies, who struggle to achieve this. They skilfully adapt babies' attendance so that they have more opportunities to visit the setting and build those secure bonds with staff. These bespoke plans and adaptations help babies to feel safe and confident to engage in the activities provided.

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Inclusion Strong standard

Leaders and staff are instrumental in narrowing the gaps in babies' learning. They collaborate with other professionals and parents to ensure babies receive the support and guidance they need to reduce any barriers to learning. As a result of carefully targeted interventions, babies make rapid progress and build a solid foundation for future learning. Currently, no babies are in receipt of extra funding, however, leaders are clear on how the money should be spent to reduce gaps in learning, should they have any eligible children in future.

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Leadership and governance Expected standard

Leaders understand the importance of safer recruitment and ensure staff working at the setting remain suitable. Overall, leaders have effective evaluation procedures in place and identify areas of development. However, they do not consistently ensure that qualifications are precisely targeted to the needs of staff, particularly those with key roles and responsibilities. Staff feel very supported in their role, including apprentices who are still studying towards early years educator qualifications. Newer staff are well supported through ongoing induction processes. Leaders regularly observe staff practice to further develop teaching.

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Leadership and governance Expected standard

Staff and leaders regularly engage with parents and families in a range of ways. They share information with parents through an online app. For example, they send parents photos of their children along with termly reports and next steps. The setting supports parents with home learning and produces newsletters and information about what is happening in the local area. Parents provide positive feedback about the staff and setting.

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

Babies thrive at this highly inclusive, warm and welcoming setting. Babies enter happily and are quickly absorbed in a wide range of learning opportunities. They benefit from a carefully crafted, highly ambitious curriculum that helps them to build a solid foundation for future learning. Babies are safe and have their individual needs met. This is due to the warm, caring relationships staff develop with them. Babies are confident to seek out key staff for reassurance, when they are tired or unsettled.

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

Staff have high but reasonable aspirations for babies' behaviour. Babies are familiar with the routine of the day and what is expected of them. They sit well at mealtimes and attempt to feed themselves using a fork and spoon, promoting their independence skills. Babies learn how to be kind to one another, take turns and share the resources. Consequently, they develop empathy towards others.

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

Babies are active and interested learners. They relish the opportunities to play in the sand or water. They are free to lead their own learning as they are encouraged to add their own interest to any activity. For example, a water activity is set up outside. Children add balls to the water and watch which ball makes the biggest splash while staff repeat words, such as

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Address:

The Old Library Church Road, Altofts NORMANTON West Yorkshire WF6 2NN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Kids Planet Day Nurseries Limited 'ball', to extend the children's vocabulary. Children add cars to the water and set up a pretend car wash. Babies enjoy the opportunities to carry out small tasks, such as helping to put the feathers in the box after song time. These regular opportunities help all babies, including children with special educational needs and/or disabilities, to develop the skills and confidence to move on to their next stage of learning.

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Next steps

Leaders should ensure that targeted learning and qualifications are precisely and consistently targeted to the needs of staff, particularly those with key roles and responsibilities.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator and parents and engaged with babies 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. Register(s): EYR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 16:00

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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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