Kids Planet George Eliot

Kids Planet George Eliot

Unique reference number (URN): 2810786 Address: George Eliot Hospital, College Street, Nuneaton, Warwickshire, CV10 7BQ Type: Childcare on non-domestic premises Registered with Ofsted: 12/09/2024 Registers: EYR Registered person: Kids Planet Day Nurseries Limited

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

Children typically develop knowledge and skills across all areas of learning. They are confident to explore their learning environment and enjoy the play opportunities offered. Children build early mathematical understanding through everyday routines and develop their physical skills through active play, balancing and large movements. Babies develop warm relationships and snuggle into familiar adults for reassurance, which helps them settle into the setting. Children demonstrate feelings of emotional security and wellbeing.

p.2

Achievement Expected standard

Children who face barriers, including disadvantaged children and those with special educational needs and/or disabilities, benefit from targeted support that helps them take part and make progress. Children are prepared for their next stages of learning with a focus on their attitude to learning and eagerness to build positive relationships with their peers. They develop as confident communicators who are keen to participate in many different opportunities. Consistently high quality interactions with staff members would extend children's achievement even further.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children behave well and show positive attitudes to learning. They are keen to get involved in experiences and play cooperatively with others. For example, older children take turns with magnifying glasses during a bug hunt, inspired by finding a creature in their cosy space. Staff build calm, respectful relationships with children and provide reassurance and physical comfort when children are distressed.

p.2

Behaviour, attitudes and establishing routines Expected standard

Generally, children respond positively to the daily routines and expectations. However, high- quality interactions are not consistently embedded to support their understanding fully. For example, while some staff use symbols and simple sign language to support children's understanding, this is not implemented securely throughout the setting.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children with special educational needs and/or disabilities (SEND) are well supported to develop their understanding of expectations. Mealtime routines are secure, and staff ensure that children with SEND are included appropriately to support social behaviours. Leaders understand the importance and positive impact of regular attendance and punctuality on children's learning and development. They work closely with parents and carers to maximise children's access to learning opportunities in ways that reflect their individual needs.

p.2

Children's welfare and wellbeing Expected standard

Children's care needs are well met. Intimate-care routines promote babies' and children's dignity and privacy across the setting. Staff typically encourage children's self-care and adjust their support appropriately to reflect individual needs. Leaders clearly oversee how the provision supports children's physical and emotional health and wellbeing. For example, they provide resources to promote oral health, not only in the setting but also as a community resource through their 'help bank'. Leaders ensure that children are offered a healthy diet within the setting, and they encourage staff to talk to children about the foods they eat. Children learn about the needs of others and demonstrate understanding of the system for keeping children with allergies safe.

p.2

Children's welfare and wellbeing Expected standard

Children's emotional wellbeing is supported through warm relationships and consistent care. Parents and carers value the secure key-person system that the nursery implements. Staff help children to name feelings and develop ways to manage emotions. Leaders and staff also work with families to promote shared learning across the nursery and home. Home- learning bags are a constant source of interest for children and families. This approach helps to nurture a connection between home and nursery, further supporting children's sense of belonging and familiarity.

p.3

Curriculum and teaching Expected standard

Leaders and staff offer a curriculum that reflects children's interests while introducing purposeful experiences that build early knowledge and skills. The environment supports children in exploring stories, sensory play and practical activities. Staff plan opportunities that promote children's physical development and independence, including pouring drinks, cutting up food and managing personal-care routines, such as handwashing. The curriculum is well designed to cover all areas of learning and has clear intent.

p.3

Curriculum and teaching Expected standard

Staff support children's early mathematical understanding through play, such as using water to move a small boat along guttering. Staff also prioritise experiences that strengthen children's fine-motor development, such as using tweezers, tools and squeezing and modelling dough.

p.3

Curriculum and teaching Expected standard

High-quality interactions are not consistent across the setting. At times, children engage in experiences that are not effectively sequenced to build on what they already know and can do. For example, older children engage in filling, tipping, and pouring when they could further extend their knowledge and skills as they play with water. Staff do not consistently narrate children's play to model familiar language and introduce new vocabulary to extend children's understanding even further.

p.3

Curriculum and teaching Expected standard

On occasion, staff do not pose thoughtful questions or fully extend children's thinking. Leaders have begun to address this through professional development and coaching, and they have a plan of action to embed understanding. However, these approaches are not yet embedded well enough to ensure that all children experience consistently high-quality interactions that enable them to achieve more.

p.3

Inclusion Expected standard

Leaders and staff demonstrate positive attitudes to inclusion. Leaders develop appropriate systems and procedures that help children with special educational needs and/or disabilities (SEND), those known, or previously known to social care and those with barriers to their learning, to make steady progress from their starting points. However, occasionally, information is not shared with staff promptly, which limits their understanding of how best to support children through everyday interactions. Leaders and staff identify children's needs through baseline assessments and by gathering information from parents and carers about their children's development. Leaders model and support staff to develop positive and respectful working relationships with parents. This helps parents to feel empowered and included in every stage of their child's learning.

p.3

Inclusion Expected standard

Leaders use additional funding with children's interests and needs in mind. They collaborate with parents to understand their wishes and priorities for their children. Together, they decide how best to support children's physical and emotional wellbeing. Appropriate use of funding helps reduce barriers to children's learning. For example, leaders and staff choose resources and materials that help children share their interests and motivation with their peers, taking a lead in play.

p.4

Inclusion Expected standard

Leaders and staff work closely with external agencies and other professionals. They contribute to targets and support plans which help children to build their skills and knowledge. Staff skilfully work to support children with SEND to achieve appropriate next steps.

p.4

Leadership and governance Expected standard

Leaders clearly understand the nursery's strengths and typically identify areas that would benefit from further support and coaching. They have plans in place to enhance the consistency of high-quality teaching and interactions across the setting. Leaders are ambitious for children and invest in professional development. They use information from observations of staff's practice to inform planned professional development and strengthen the team's knowledge and skills. Leaders also implement peer observations to nurture a culture of reflection across the setting.

p.4

Leadership and governance Expected standard

Leaders prioritise staff's wellbeing, as they understand this affects their ability to support children effectively. Staff report positive staff meetings and supervision sessions, which help them reflect on their practice.

p.4

Leadership and governance Expected standard

Leaders work with families and external services to help children who need additional support. They act swiftly to access support for families. This ensures that children's needs are met quickly. Leaders plan resources and staffing suitably. However, on occasion, there is a delay in sharing information promptly with all staff which can impact on effective teaching in the moment. Leaders use extra funding wisely to support disadvantaged children and those with special educational needs and/or disabilities to thrive.

p.4

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

Children receive a warm welcome into this inviting setting. Staff take time to talk with parents and carers on arrival to gather information that helps them provide high-quality, appropriate care for each child throughout the day. Children arrive happily and are eager to see the staff and their peers. They benefit from the engaging opportunities that are available, such as scooping and exploring mud or using fresh flowers at the play-dough station. Babies receive a warm and comforting welcome from the staff who care for them. While they are still settling, staff ensure babies receive lots of cuddles and stay close to support and nurture their emotional wellbeing. Over time, this helps babies to develop a sense of connection and belonging in the setting.

p.5

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

All children benefit from the systems in place to gather information from parents at the start of their journey with the setting. This helps staff plan and promote children's learning and development, focusing on individual needs and interests. For example, some babies show an interest in the sensory environment and benefit from a range of experiences through sand and water, which help capture their interest and attention.

p.5

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

Children with special educational needs and/or disabilities, those known to social care and with other barriers to their learning, benefit from carefully considered plans that support them to make progress across all areas of learning. Leaders' and staff's positive attitude to inclusive practice helps all children develop their individual identity and feel valued as part of their peer group. Children demonstrate an understanding of others and show kindness to their peers. Older children engage fully in collaborative and cooperative play. They ably negotiate the rules of their games to ensure others are included. For example, children ensure turn-taking with scoops while leading their play in the outdoor space to try and fill up a tyre with mud. Children benefit from effective transition procedures and demonstrate confidence in their abilities as they move to the next stage of their education.

p.5

Next steps

Leaders should support staff to strengthen their interactions and help them teach skilfully in the moment so that they support children's learning and development even further. Leaders should support staff to extend their understanding of the importance of using familiar language and introducing new words to build children's vocabulary consistently. Leaders should ensure that they share any information with staff in a timely manner so that they are clear about how to support all children through daily interactions and routines.

p.5

About this inspection

The inspector spoke with leaders, staff, special educational needs coordinators, children, parents and carers during the inspection.

p.5

Address:

George Eliot Hospital College Street Nuneaton Warwickshire CV10 7BQ

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Kids Planet Day Nurseries Limited

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Age range of children at the time of 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.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

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 .

p.7

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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8