Kids Planet Jack Straws Lane

Kids Planet Jack Straws Lane

Unique reference number (URN): 2641065 Address: 32a Jack Straws Lane, Headington, OXFORD, OX3 0DW Type: Childcare on non-domestic premises Registered with Ofsted: 05/07/2021 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

Children develop particularly well in communication skills. They become increasingly confident in expressing their needs, sharing ideas and engaging in conversations with others. Children develop independence, resilience and problem-solving skills through rich and first-hand experiences. This includes valuable outdoor learning opportunities, forest school and opportunities to explore their local community, such as outings to the funfair and the local residential home. Older children show genuine enthusiasm for the food they have helped to prepare. They eagerly try new flavours and develop a broader taste as they enjoy their lunch. Babies demonstrate secure attachments. They eagerly develop their strength, coordination and mobility and explore their surroundings with curiosity. Children, including those with special educational needs and/or disabilities and those who face other barriers to learning, develop the knowledge and skills they need to thrive and move successfully to

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Achievement Strong standard

Children make notable progress from their individual starting points, towards carefully identified and achievable next steps in their learning. They develop the essential skills needed for future learning, including confidence, regulating their feelings, social skills and increasing independence. Children benefit from their achievements being recognised and celebrated. From the youngest children to those preparing for school, children flourish. They leave the setting well prepared for their next stage, with the knowledge, listening skills and positive attitudes they need to continue learning successfully.

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Behaviour, attitudes and establishing routines Strong standard

Children behave extremely well and develop positive attitudes towards their learning in a calm environment. They understand familiar rules and boundaries and respond positively to the clear expectations. Children play harmoniously and collaboratively, showing empathy and consideration for others. They develop secure, warm and respectful relationships with staff.

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Behaviour, attitudes and establishing routines Strong standard

Staff respond sensitively to children's individual needs. They use consistent approaches to help children regulate their emotions and understand appropriate behaviour. This enables children to develop increasing self-control and confidence in managing social situations. Routines are clear, familiar and well established. This helps children to feel secure and understand what is expected of them throughout the day.

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Behaviour, attitudes and establishing routines Strong standard

Children move confidently between activities and engage purposefully in their play and learning. Staff follow children's interests and respond flexibly when their engagement changes, while maintaining clear expectations and boundaries. Staff understand children's individual circumstances and additional needs. They make appropriate adaptations to help all children to participate successfully.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff promote the importance of regular attendance, supporting children to benefit fully from the setting's curriculum and develop secure relationships. Consequently, children demonstrate positive attitudes, increasing independence and respect for others. This provides a successful foundation for their continued learning and development.

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Children's welfare and wellbeing Strong standard

Staff provide warm and attentive care that helps children to feel safe, secure and valued. Babies develop secure attachments with familiar adults, who respond sensitively to their cues. Staff provide reassurance, cuddles and songs that support babies' emotional security and growing communication. They thoughtfully adapt care routines to children's individual needs and circumstances, including flexible routines for babies based on their sleep and feeding patterns.

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Children's welfare and wellbeing Strong standard

Children receive support to develop healthy lifestyles, physical skills and increasing independence. The extensive outdoor garden areas give children regular opportunities to run, climb, balance and negotiate uneven surfaces, while staff support them to take manageable risks safely. Older children develop a positive understanding of healthy food. For example, they grow, pick and prepare vegetables such as onions, cucumbers and tomatoes before helping to make their lunch. Children learn about food, safety and hygiene while washing their hands, serving themselves and making healthy choices.

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Children's welfare and wellbeing Strong standard

Children with special educational needs and/or disabilities receive carefully tailored support. Staff respond sensitively to children's individual needs, providing support beyond their basic care needs when additional help is required. They work closely with families and specialist professionals to understand and meet children's individual physical, sensory and developmental needs.

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Children's welfare and wellbeing Strong standard

Children develop secure relationships with staff. They receive encouragement to recognise and express their feelings, develop confidence and become increasingly independent. As a result, children are happy, secure and increasingly resilient, with a positive sense of emotional and physical wellbeing.

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Curriculum and teaching Strong standard

Leaders have established a well-designed, ambitious and coherently sequenced curriculum. Staff have a secure understanding of children's individual learning needs. They know how to deliver a rich range of experiences to support children's curiosity, confidence, independence and resilience as they explore, investigate and solve problems. Staff use assessment effectively to identify children's starting points, recognise gaps and plan appropriate next steps in the children's learning.

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Curriculum and teaching Strong standard

Leaders and staff integrate outdoor space meaningfully into the curriculum. They plan the nursery garden as a purposeful extension of the learning environment. Staff skilfully use the outdoors to deepen children's understanding of nature and the world around them.

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Curriculum and teaching Strong standard

Staff use high-quality interactions to ensure children with special educational needs and/or disabilities and those facing other barriers to learning receive support through thoughtful adaptations and focused teaching. This enables these children to participate fully and make progress. Staff place a sustained emphasis on supporting children's communication and language. This underpins staff practice through everyday interactions, modelling and repetition. Staff skilfully encourage children's voices, giving them time to respond and encouraging them to share their ideas.

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Curriculum and teaching Strong standard

Staff keep parents and carers well informed about the curriculum and their children's progress through daily communication, parents' meetings and informative handovers. This enables children's learning to be continued at home. Leaders demonstrate a deep and secure understanding of the curriculum and drive a continual focus on delivering ongoing training, ensuring consistently high-quality interactions. This results in teaching that has a clear impact on children's learning.

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Inclusion Strong standard

Children benefit from a highly inclusive approach in which leaders and staff know them well. Leaders and staff take prompt action to identify and reduce barriers to children's learning or wellbeing. Children with special educational needs and/or disabilities receive well-targeted support that reflects their individual needs. Leaders make effective use of additional funding and specialist advice. Staff work closely with external professionals and families to put appropriate strategies and resources in place. For example, staff have worked extremely effectively with specialists to support children's communication and physical and other health needs. This enables all children to participate fully in the life of the nursery.

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Inclusion Strong standard

Children who may face other barriers to their learning receive sensitive support. Children receive encouragement to develop a positive sense of belonging and are consistently valued for who they are. Staff keep parents and carers well informed and actively involve them in supporting their children's learning and development.

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Inclusion Strong standard

Children benefit from an environment where difference is welcomed and everyone is included. Families are welcomed into the life of the nursery through celebrations, events and regular communication. This helps children to build positive relationships and a shared sense of community. Leaders make decisions in the best interests of all children. They are keen to strengthen even more how the nursery embraces different cultures and supports children with different linguistic backgrounds, particularly given its diverse community.

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Leadership and governance Strong standard

Newly appointed leaders have quickly provided ambitious direction and a clear focus on achieving the best outcomes for all children. Leaders have high expectations of themselves and their team. They have established a culture of continuous improvement, where staff are encouraged to reflect on their practice and contribute to the ongoing development of the setting. Leaders understand the setting's strengths and areas for development. They use this knowledge to respond to changing needs and improve provision. Their decisions are consistently rooted in children's best interests, including those with additional needs.

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Leadership and governance Strong standard

Leaders have robust systems for supervision sessions, monitoring staff performance and checking ongoing suitability. They identify staff's individual training needs. Leaders provide bespoke professional development that builds staff expertise and has a positive impact on children's experiences. Staff receive encouragement to undertake further qualifications, including higher-level training, to develop their knowledge, skills and career pathways. Recent training in outdoor learning, early years practice and child development has strengthened staff understanding and practice. Staff feel valued and supported.

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Leadership and governance Strong standard

Leaders prioritise staff wellbeing and workload through open communication, flexible support and opportunities for staff voice. They value contributions from across the team and recognise staff achievements. Parents and carers are engaged effectively in supporting children's learning and wellbeing. Positive links with external agencies, universities and the local community enrich children's experiences. Consequently, leadership is highly effective in creating a positive, professional culture in which staff feel supported, valued and motivated to improve.

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

Children are happy, confident and secure at this nursery. They develop warm and trusting relationships with staff, who know them well and understand their individual interests, needs and circumstances. Children separate confidently from their main carers and quickly engage in activities. They show that they feel safe, welcomed and valued. Staff respond sensitively to children's cues and provide reassurance when needed. This helps children to develop secure attachments and a positive sense of belonging.

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

Children benefit from a rich and ambitious range of experiences that develop their knowledge, skills and confidence. The extensive outdoor provision gives children particularly valuable opportunities to explore, investigate and take manageable risks. Pre-school children grow and harvest food, prepare vegetables and help cook their lunch. This helps them to develop independence, physical skills, confidence and an understanding of where food comes from. Babies and younger children delight as they explore many sensory experiences, such as musical instruments, interactive books and a wide range of different materials. They develop curiosity, communication and early problem-solving skills.

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

Children are purposefully included in all aspects of life at the setting. Staff know individual children well and adapt routines, experiences and support to reduce barriers to learning and participation. Children with special educational needs and/or disabilities benefit from carefully coordinated support and close partnership working with parents and carers and specialist professionals. All children participate collaboratively alongside their peers and make progress from their individual starting points.

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

Children develop positive attitudes to learning and to one another. They learn to understand expectations, manage their feelings and behaviour, share resources and collaborate with

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Address:

32a Jack Straws Lane Headington OXFORD OX3 0DW

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Address:

Type: Childcare on non-domestic premises

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Address:

Registration date: 05/07/2021 others. Staff model kindness and respect and support children to become increasingly independent and resilient.

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Address:

Children thrive because leaders maintain high expectations and continually seek to improve quality. Parents are highly engaged, and children benefit from a positive sense of community and belonging. Children leave the nursery confident, valued and well prepared for their next stage of learning and education.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of those who may face barriers to their learning.

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About this inspection

The inspector spoke with leaders, staff, children, parents and carers, the special educational needs coordinator and the designated safeguarding lead 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. Registered person: Kids Planet Day Nurseries Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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

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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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