Kids Planet George Eliot

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About Kids Planet George Eliot

Name Kids Planet George Eliot
Ofsted Inspections
Address George Eliot Hospital, College Street, Nuneaton, Warwickshire, CV10 7BQ
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Warwickshire
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are extremely happy at this setting.

There is a calm atmosphere, which reflects the setting's ethos of providing natural resources. Staff add lavender and low lighting to their environments. Children are eager to explore their surroundings.

They develop their independence, which is a focus throughout all of the rooms. For instance, younger children feed themselves and start to wash their own hands, and older children have snack time independently and put on their own coats to go outside. All children can access free-flow play into the outdoor area.

There is equipment to promote children's physical dev...elopment, such as walking aids, monkey bars and space hoppers. Children use balance bicycles skilfully and laugh excitedly as they navigate the slight incline on the path. Children settle in well, following a thorough induction process.

Parents complete questionnaires to share information about their child and attend flexible settling-in sessions. Staff skilfully allow children to lead their own play. For example, they let children add more water to a potion-making activity or use resources for a different purpose.

Staff are aware of, and contribute to, children's wider experiences. Children visit the nearby hospice to sing, and a library van visits the setting so children can experience borrowing books.

What does the early years setting do well and what does it need to do better?

Leaders adopt a curriculum that is child-led.

Activities are based on children's interests, which are identified from staff's observations. Staff respond to and promote children's interests quickly. Children make good progress.

However, sometimes, staff do not fully understand what they want children to learn from activities. As a result, they are not able to support children to make the very best progress.Provision for children with special educational needs and/or disabilities (SEND) is a strength at this setting.

The special educational needs coordinator (SENCo) supports both children and staff to ensure the best possible outcomes. Staff follow children's individual education plans, work with external professionals and meet with parents. This ensures that children with SEND make excellent progress.

Staff provide many opportunities for children to develop their communication and language skills. Staff read stories with groups of children enthusiastically, with a pause to allow for comments or questions. Young children participate in singing sessions and copy actions with enjoyment.

Additional communication strategies are in use, such as picture cues, real-object cues and sign language. Staff use assessment tools to quickly identify children who may need further support in this area.Staff reinforce children's good behaviour and implement strategies to help prevent unwanted behaviour.

For example, they teach children to be aware of and recognise their own emotions. There are quiet areas built into each room to allow children to self-regulate if necessary. Older children identify five people they can talk to if they are upset.

This adds to the calm environment.Staff promote healthy lifestyles. Children are offered snacks of fruit and healthier puddings after lunch.

Staff teach children the importance of having a balanced diet and taking exercise, and they provide a water bottle for all children. Children learn about keeping their teeth clean and going to the dentist. Children initiate a discussion with staff about how often they clean their teeth.

Children develop strong relationships with staff through a highly effective, key-person system. Children's personal care routines are carried out sensitively. For example, staff speak to the children before they take them to change their nappy.

They show respect of children's views and this helps to build children's self-esteem.Leaders have a sound oversight of the provision in this setting. They provide support to staff through regular one-to-one meetings, and staff report that there is an awareness of workload and staff well-being.

Leaders have regular meetings and identify areas for improvement in the setting. There is a clear plan of how the improvements will take place.Parents comment very positively on the care their children receive.

They are kept well informed about their children's progress through regular meetings and day-to-day communication. Parents express gratitude for the support they receive from staff. Opportunities to continue learning at home are on offer through take-home bags, which are in the foyer for families to pick up and share with their children.


The arrangements for safeguarding are effective.Leaders and the staff team have sound safeguarding knowledge. They know what signs to look out for, what processes to follow and what information needs to be recorded if they are concerned about a child.

This helps to keep the children safe. The premises are secure with fingerprint and intercom systems in place. Children's allergies are managed well.

Staff and the chef work together to check food twice before it is given to a child who has allergies There is a mobile phone and smart watch policy in place, and staff leave both in the office. Room and garden checks are undertaken daily, and risk assessments are in place.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support staff to understand what they want children to learn from activities, to help them extend children's learning even further.

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