Kids Planet Wilton Castle

Kids Planet Wilton Castle

Unique reference number (URN): 2842352 Address: Wilton Castle, Wilton, Redcar, TS10 4QY Type: Childcare on non-domestic premises Registered with Ofsted: 02/05/2025 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 are making excellent progress across all areas of development, including those children with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face barriers to their learning and/or wellbeing.

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Achievement Strong standard

Children's communication and language development is a strong focus across the setting. They benefit from engagement in lots of discussions, singing, and story and rhyme times. Babies' large physical development is very well supported and careful consideration is given to the layout of furniture and activities to best promote babies' safe movement and exploration of their environment.

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Achievement Strong standard

Children benefit from well-developed and carefully considered transition procedures. This supports their social and emotional development when they move on to the next room within the setting, or when they move on to school.

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Achievement Strong standard

Children gain independence throughout the consistent daily routine. For example, they learn the skills they need for toileting, feeding and washing themselves, which promotes their confidence and personal development. Children develop their thinking and problem-solving skills, for example, they use books on the corners of a roll of drawing paper, to stop it from moving.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have high expectations for children's behaviour. Children are extremely well behaved and staff deal with rare, minor incidents calmly and sensitively. For example, they explain to children how kind it is to wait and take turns, such as taking turns to pour water along tubes for their ducks to float on. This also helps children to develop positive relationships with their peers.

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Behaviour, attitudes and establishing routines Strong standard

The special educational needs coordinator (SENCo) is very skilled at recognising when some children may need additional support, such as when certain situations can affect their behaviour. The SENCo effectively implements different strategies and routines to help children to begin to manage and regulate their feelings and also effectively supports other colleagues with this.

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Behaviour, attitudes and establishing routines Strong standard

There is a strong key-person system in place, all staff know the children really well and the setting has a 'family-feel' about it. This supports a very welcoming and nurturing environment. As a result, children are happy to attend, they have a positive attitude to learning and are enthusiastic to participate and engage.

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Behaviour, attitudes and establishing routines Strong standard

Staff promote children's regular and punctual attendance. There are clear and rigorous procedures in place for when children fail to attend. These are well understood by staff and are shared with parents.

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Children's welfare and wellbeing Strong standard

Leaders consistently prioritise children's welfare and wellbeing, ensuring that policies, procedures and practices are rigorously implemented and reviewed. Staff demonstrate an excellent knowledge and understanding of the setting's policies and procedures. These are consistently followed and have a positive impact on outcomes for children.

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Children's welfare and wellbeing Strong standard

Babies and children benefit from warm, positive and trusting relationships with caring and nurturing staff. Staff also consistently implement safe sleeping and safe eating procedures. Staff are passionate about giving children the best start in life and encouraging the skills they need for the next stage in their development. Staff help children learn about keeping themselves safe and healthy. For example, they allow children to take risks when playing outside but also remind them to think about safety, such as when climbing up a slide.

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Children's welfare and wellbeing Strong standard

Leaders ensure that children are provided with healthy and nutritious meals and snacks. Staff discuss healthy foods with children during mealtimes and play activities. Leaders also provide lots of information and resources for parents to support their child's welfare, wellbeing and learning at home. For example, home learning and home interest bags are available, which include resources for topics, such as promoting oral hygiene, a new baby, moving house and potty training.

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Curriculum and teaching Strong standard

Leaders have ongoing oversight of the inclusive and high-quality curriculum, which is well designed for the different age groups. There are individual learning plans and one-to-one sessions in place for children that need some extra support.

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Curriculum and teaching Strong standard

Consistent procedures are in place to monitor staff's practice, the quality of their teaching skills and their implementation of the learning programmes. Staff are skilled at adapting programmes and seizing opportunities to follow children's interests and extend learning. For example, children notice that some leaves have fallen from nearby trees and staff take them to collect them. They discuss the changing weather, make Autumn-themed pictures and read related topic books, which help children to begin to understand the world around them.

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Curriculum and teaching Strong standard

Staff are well aware that children learn at different rates. All staff across the setting know all of the children in their care really well. Staff talk enthusiastically about the children, their personalities, what each child likes to do and how they learn. This helps staff to adapt learning where necessary to ensure that all children are fully included and involved. Staff talk about how proud they are of children's achievements, particularly the children who have experienced barriers to their learning.

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Inclusion Strong standard

Leaders ensure an inclusive provision. There are rigorous and consistent procedures in place to assess children's individual needs. The setting's special educational needs coordinator (SENCo) is very passionate about their role. They access relevant ongoing training courses and effectively support other colleagues. This ensures all staff work together to reduce barriers to children's learning, including designing a sensory room and devising care and learning plans for individual children. The SENCo works closely with other professionals and with parents to agree care and learning plans. They also offer advice for parents to extend children's learning at home. Several parents comment that they, as well as their children, also feel extremely well supported by the setting.

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Inclusion Strong standard

Any additional funding is effectively used to benefit children and support their learning and development. Rigorous procedures are implemented by the provider and also by the local authority, to monitor the impact of how funding is used. Monitoring demonstrates that there is a positive impact for children and they do make excellent progress in relation to their starting points, which parents are also keen to share.

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Inclusion Strong standard

All staff are skilled at adapting activities, or their practice, to ensure that all children are included, involved and feel valued. For example, they repeat instructions or demonstrate actions for children to understand and copy.

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Leadership and governance Strong standard

Leaders are excellent role models and ensure a culture of high expectations and professionalism is embedded across the setting. They receive excellent support from a wider management team. Leaders provide motivational support for staff. For example, they ensure staff have access to numerous ongoing training and development courses. In turn, staff are committed to continuous professional development and are enthusiastic about completing additional training and development to support them in their roles. As a result, staff make a consistently strong, positive contribution to improving the quality of provision.

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Leadership and governance Strong standard

Staff present as a strong team who work extremely well together to promote the best outcomes for all children. They state that they feel very well supported at work, feel valued and are happy with their workload. Staff comment that staff-child ratios are sometimes above what is required, which allows them time to complete additional online training courses. Leaders also evaluate record-keeping procedures, to minimise staff workload where possible.

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Leadership and governance Strong standard

Leaders have rigorous evaluation procedures in place and have already identified and planned for improvements in the outdoor play areas. This includes the removal of some resources, the purchase of new ones and staff accessing forest school training.

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Leadership and governance Strong standard

The setting works closely with other professionals and with parents, including when devising children's individual care and learning plans. Leaders' decision-making is always in the best interests of children and families, including disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face barriers to their learning and/or wellbeing.

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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 are happy to attend the setting. New children are very well supported by caring staff to help them settle quickly. Children receive excellent care and attention which ensures they feel safe and secure. Staff are experienced, committed to their roles and ensure a very nurturing environment for all children.

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

Children form strong bonds with staff and also friendships with their peers, which support them to feel a sense of belonging at the setting. Children thoroughly enjoy their time at the setting and engage in lots of fun and laughter with each other and with staff. Children

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Address:

Wilton Castle develop good social skills. They encourage their friends to join in with different games and group activities with them. For example, for a 'wake up shake up' activity, children demonstrate the actions for their friends and hold out their hands for their friends to join the group. Some children do different actions to what is expected, to make their friends giggle.

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Address:

Children are achieving very well at the setting, including children with special educational needs and/or disabilities. Staff are very committed to identifying and reducing any barriers to learning and to ensuring that all children thrive. Staff work closely with parents, who are also welcomed into the setting, and jointly, they ensure children's regular attendance.

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Address:

Children benefit from a varied and interesting curriculum that takes account of their individual needs, their interests and the unique surroundings. For example, staff often take children for walks in the woodlands surrounding the setting. This helps children to learn about the world around them and the differences they can observe with the changing season.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with parents, children, leaders, practitioners, and the special educational needs coordinator 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. Wilton Redcar TS10 4QY 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 - 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

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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