Kids Planet West Bridgford

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

Leaders and managers do not ensure that safeguarding procedures are followed when staff report concerns.

As a result, action is not always taken when it should be to ensure that children are safe and well.Despite this the quality of the children's learning experiences is good. Children learn positive social skills from a young age because staff organise the environment in a way that encourages group activity.

Babies sit together on large pieces of paper, using their whole bodies as well as tools to explore paint. They share brushes and foam rollers. Staff clearly role model the phrases please and thank you, so th...at babies hear this kind language.

Older children show their developing social skills at mealtimes. They happily sit around a table, using their polite manners that they have previously learned. Children have respect for each other.

Staff are helping children to learn the behaviours needed to form secure friendships.Children develop skills that will support their later development, such as dexterity ready for writing when the time comes. Staff offer lots of opportunities for children to practise using their hand and finger muscles.

Toddlers push and manipulate dough with their hands. They flatten the mixture and then practise using tools to cut shapes. Older children squeeze the juice from lemons and limes during a water play activity, exercising their pincer grip as they do so.

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

Leaders and managers fail to recognise the indicators of child abuse and neglect when they receive information from staff to suggest a child may be at risk. The provider's procedures are not robust enough to ensure the necessary steps are always taken to safeguard children as they do not effectively implement the setting's safeguarding policy.Staff are successful at shaping children's positive behaviours.

They encourage babies to take turns while choosing a prop, associated with a particular song, during a group singing activity. Older children have learned the setting's routines. They know they must wear an apron before playing with water and they independently carry out this task.

Children are becoming confident communicators. Staff teach children a word of the week and some simple sign language. This is having a positive impact on children's development.

Babies use hand gestures to sign thank you. Older children converse back-and-forth during their play, demonstrating their embedded communication and language skills.Staff have considered how they can deliver a broad curriculum.

This is seen during a single activity when toddlers play with dinosaurs in the sand tray. Staff subtly reinforce children's counting skills as they find out the total number of eggs. They teach children about the world through drawing parallels between different species that lay eggs.

Staff support children's literacy development by referring to books about dinosaurs and engage children by reading the text in an exciting way.Children's attitudes to their learning are positive. Staff support children to solve problems and complete tasks in their play without frustration, for instance, using sticky tape, and manipulating dough.

Children's perseverance and resilience develops as a result.Leaders and managers have gone some way in training staff to understand the setting's curriculum. Staff have opportunities to meet as a team and as individuals to discuss children's development.

However, staff implement some aspects of the chosen curriculum less effectively. For example, staff use techniques to support older children to manage their own feelings, but younger children do not always benefit from the same skilful interactions.Staff support pre-school children to explore tea making apparatus in a tray of water.

They teach them new vocabulary such as what 'citrus' means and discuss with them the capacities different containers can hold. Staff support children to think and share their ideas with confidence including how they might squeeze the juice out of a lime. However, staff's interactions and direct teaching are occasionally not consistent with their assessment of what children need to learn next.

This is because sometimes, staff do not adapt activities enough to fully focus on individual children's learning needs.Parents confirm that their children are making progress in their learning and development. They explain that older siblings who have previously attended the setting have gone onto school ready and able to benefit from what school has to offer.

Parents report that settling-in procedures are effective. Their children have quickly formed strong relationships with staff and are happy.

Safeguarding

The arrangements for safeguarding are not effective.

Safeguarding procedures are not implemented well enough. Leaders and managers do not respond correctly when an allegation is made against a member of staff. They fail to recognise and report concerns about children's safety and well-being.

That said, the premises is safe and secure, and children play in a risk-free environment. Staff are first-aid trained so that they can respond appropriately if a child has an accident or injury. The provider confirms staff's suitability to fulfil their roles.

Robust vetting procedures are undertaken as part of the recruitment of new staff.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date ensure all staff, including those responsible for child protection, have the knowledge and understanding to recognise any possible child protection concerns and take appropriate and swift action to safeguard all children.04/01/2024 To further improve the quality of the early years provision, the provider should: support for individual staff to be able to implement the chosen curriculum more consistently nuse assessment more purposefully to focus teaching interactions further on supporting children's individual next steps in learning.