Kids Planet Kingswinford

Kids Planet Kingswinford

Unique reference number (URN): 2812149 Address: 2 Moss Grove, Kingswinford, DY6 9HU Type: Childcare on non-domestic premises Registered with Ofsted: 20/09/2024 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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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have embedded a consistently calm and welcoming environment for all children. They have high expectations for all children's behaviour and attitudes to learning. Staff teach children the importance of sharing and taking turns. Their calm and nurturing approach supports children exceptionally well. As a result, all children behave extremely well and demonstrate consistently positive attitudes to their learning.

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Behaviour, attitudes and establishing routines Strong standard

Children, including those known to children's social care and disadvantaged children, play cooperatively, get along with one another and have built close friendships, helping each other as they play. They know their routines and follow them confidently. For example, children know when it is tidy-up time and when they need to wash their hands. Staff offer praise to children which motivates them to persevere and keep going. This contributes to the harmonious and calm environment.

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Behaviour, attitudes and establishing routines Strong standard

Positive and trusting relationships between children and staff ensure children feel settled and secure. Leaders and staff also work closely with the local community to promote kindness. Children benefit from meaningful connections with groups, such as the British Legion and the nearby residential home. Staff encourage children to carry out small acts of kindness within the community. This helps children to learn how to care for others and show respect. Leaders monitor attendance closely and support families to establish positive attendance habits from the outset.

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Children's welfare and wellbeing Strong standard

Children, including those with special educational needs and/or disabilities and disadvantaged children, benefit from leaders' and staff's consistent priority of their welfare and wellbeing. Staff support children to take safe risks in the outdoor learning area, such as using hammers and nails under close supervision. Children learn how to use tools safely. Staff monitor sleep routines closely to ensure babies and children are kept safe. They demonstrate knowledge and understanding of safe-sleeping practices. Babies sleep in a soothing and nurturing environment. Staff carry out regular headcounts as children transition to the outdoor area.

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Children's welfare and wellbeing Strong standard

All children enjoy mealtimes. They benefit from healthy and nutritious meals. For example, children enjoy spaghetti bolognese cooked with vegetables. Staff supervise children closely as they eat their meals and engage in conversations about healthy eating. They model positive social language, such as 'more please', and children copy using their manners.

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Children's welfare and wellbeing Strong standard

Staff meet care practices effectively. They work in partnership with parents and carers to maintain consistent routines from home, supporting children's emotional wellbeing and welfare. Leaders and staff promote oral health through sharing home toothbrushing packs for children. They also provide welcome packs, including items such as face masks and biscuits, to support families during their children's settling- in period. These thoughtful approaches reflect the setting's embedded nurturing practice and deep commitment to children's wellbeing.

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Inclusion Strong standard

Leaders and staff have created a deeply embedded, inclusive and responsive culture for all children. They are attuned to children's individual and emerging needs and respond with sensitivity and empathy. Staff take time to get to know each child exceptionally well, including disadvantaged children, those with special educational needs and/or disabilities (SEND) and those known to children's social care. They gather detailed information and use this effectively to create individual learning and support plans. Children with SEND benefit from specialist furniture, such as a bench and walking frames, to support their mobility. As a result, children are highly supported to thrive.

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Inclusion Strong standard

Early identification is central to leaders' work. They work very closely with families to secure the support children need at the earliest opportunity. Leaders ensure interventions are put in place without delay. Furthermore, leaders signpost families to support within the community and to other agencies, such as physiotherapists, talking therapies and speech and language services. This supports families to receive the right help at the right time. This also helps to reduce barriers to children's learning.

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Inclusion Strong standard

Children in receipt of early years pupil premium funding receive very effective support. Leaders carefully consider this funding and use it to benefit children's learning and development. For example, they use this funding to provide rich experiences, such as trips and high-quality resources for play and learning. This includes visits from a travelling theatre, animal experiences and authors. Leaders also provide resources, such as welcome bags, to new parents and carers and children when their children transition in to the nursery, supporting the wellbeing of families.

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Leadership and governance Strong standard

Leaders are highly passionate and dedicated to their role. They clearly understand their strengths and areas for improvement for the setting. For example, leaders recognise the need to continue the support for staff to embed high-quality teaching interactions to ensure these are consistently used to extend children's learning. Leaders place children and families at the heart of their practice. They support families effectively, to ensure they are signposted quickly to the help they need. Leaders adapt and refine their provision to ensure all children, including those with special educational needs and/or disabilities (SEND), make progress in their development. For example, they have plans to implement ramps and have purchased specialised furniture and equipment to promote children's independence and physical skills.

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Leadership and governance Strong standard

Parents and carers are extremely positive about the nursery. They say their children are happy and safe. Parents describe staff as caring, nurturing, inclusive and reassuring. They report that transitions are calm and well managed. This helps their children to settle confidently into new rooms. Parents value the regular communication shared through the nursery application tool, including updates on sleeping, care practices and feeding. They also appreciate the information shared and the opportunities to attend events and workshops within the nursery.

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Expected standard

Staff feel highly valued and report that their wellbeing and workload is supported well by leaders. Professional development opportunities are embedded. Staff access training to further their knowledge and skills, such as specific training to support children with SEND. This helps to strengthen staff expertise and ensures children receive consistently high- quality support.

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Achievement Expected standard

Typically, all children achieve from their starting points. They make progress across all areas of learning and development. Children learn how to cooperate, share ideas and work together. For example, they scoop mud with different-sized spoons and fill and empty containers to make 'potions' and work as a team to create mud pies. Children learn to use hammers with control under close supervision. Babies and all children learn to sing songs and rhymes, such as 'The Wheels on the Bus' and 'Sleeping Bunnies'. Children learn to use their manners as they develop key social skills. For example, during mealtimes, they say 'please' and 'thank you'.

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Achievement Expected standard

Generally, children, including those with special educational needs and/or disabilities and those known to children's social care, learn to count and sort and match objects into colours. They learn to mix colours using paint and develop their fine motor skills as they create marks using natural objects dipped in paint. However, children do not benefit from consistent learning experiences that build on their knowledge and skills to help them make even more progress.

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Curriculum and teaching Expected standard

Typically, leaders have designed a sequenced curriculum. Staff find out about children's interests and use this information to plan effectively across all areas of learning. Staff use ongoing observations and assessments to identify children's current needs. This enables them to provide targeted support and activities for all children. Staff read stories to babies in a calm and engaging manner. Babies enjoy exploring touch-and-feel books and turn the pages with staff support. They name animals, such as 'meerkat', and introduce new vocabulary like 'squish' and 'prickly'. This contributes to babies' settling-in routines and supports their early communication and language development.

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Curriculum and teaching Expected standard

Children, including those with special educational needs and/or disabilities and those known to children's social care, demonstrate high levels of engagement in the outdoor and indoor learning environments. Staff develop children's physical skills, such as through yoga sessions in the forest school, painting to enhance fine motor control, and pouring and emptying containers as children explore capacity and make 'mud pies'. Staff generally engage in conversations with children as they comment and explain through children's play and learning. However, at times, staff do not always build on and extend children's knowledge and skills. For example, they do not consistently help children to develop their ideas even further. Children develop mathematical knowledge. For example, they count buttons as they design pictures with natural objects, such as buttons and wooden pieces. Staff introduce words, such as 'big' and 'small' when children compare sizes of buttons. This helps children to

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Curriculum and teaching Expected standard

develop their early mathematical understanding and language.

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

Children arrive happy at this highly inclusive and nurturing setting. They are warmly greeted by leaders and staff at the door. Children are gently led to their rooms by staff and receive support to put their belongings away. They settle in to activities and form secure attachments with their key persons. This helps all children to feel safe and ready to learn from the outset.

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

Babies, including those who are new to the setting, confidently explore their surroundings. They engage in sensory play through the resources on offer, such as coloured water and sponges, pine cones and small-world animals. Babies laugh, smile and move freely, showing that they feel safe and secure. Staff engage in warm, gentle and caring interactions with babies. They get to know each baby extremely well. Staff position themselves thoughtfully so babies can seek comfort easily. This helps to enable babies to regulate their emotions and feel reassured. Babies respond positively to cuddles and sensitive support as they demonstrate a sense of emotional security and wellbeing. This attentive practice ensures babies settle with confidence.

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

Children, including those known to children's social care, disadvantaged children and those with special educational needs and/or disabilities, show curiosity and engagement in their play. They are highly focused and enthusiastic learners. Children enjoy being with their friends. They form positive and trusting relationships. For example, children work together to build enclosures using wooden blocks and support one another as they scoop mud to make 'mud pies'. This helps to promote children's social development.

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

Leaders monitor attendance to ensure all children attend the setting on a regular basis. They use this information carefully and work closely with parents and carers to address any barriers and promote consistent attendance. This helps to maintain positive attendance habits.

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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 : 08:00 - 18:00

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Next steps

Leaders should embed the support for staff to consistently build on children's knowledge and skills so that children receive support to extend and develop their ideas even further.

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About this inspection

The inspector spoke with the leaders, the special educational needs coordinator, staff, parents and carers and children during the inspection. The inspector also took account of parents' and carers' written views 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. 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. 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 .

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Urgent improvement

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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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