Kids Planet Altofts Baby House

Inclusion: Strong standard

Leaders and staff create a highly inclusive and harmonious environment in which all babies' individuality is recognised and celebrated. They recognise that babies may have barriers to their learning and acknowledge that it is crucial for them to settle at the setting so that they are able to engage in their learning. Staff work tirelessly to support babies, who struggle to achieve this. They skilfully adapt babies' attendance so that they have more opportunities to visit the setting and build those secure bonds with staff. These bespoke plans and adaptations help babies to feel safe and confident to engage in the activities provided.

Leaders and staff are instrumental in narrowing the gaps in babies' learning. They collaborate with other professionals and parents to ensure babies receive the support and guidance they need to reduce any barriers to learning. As a result of carefully targeted interventions, babies make rapid progress and build a solid foundation for future learning. Currently, no babies are in receipt of extra funding, however, leaders are clear on how the money should be spent to reduce gaps in learning, should they have any eligible children in future.

Curriculum and teaching: Strong standard

Leaders and staff create an ambitious curriculum. This is skilfully designed to give babies the knowledge and skills they need to move on into the next stage of their learning. Clear assessment systems enable staff to plan the next steps for babies effectively. As a result, babies thrive and are active participants in their learning.

Staff are highly skilled communicators, who seamlessly thread new words and ideas into the activities. They are in tune with the babies' interests and use this to accelerate their learning. Staff know their favourite songs, such as '5 Little Ducks', and use these as they play with the ducks in the water tray. They introduce babies to early mathematical concepts as children roll balls down the shoots repeating words, such as top, bottom, up, down, big and small.

Staff provide numerous opportunities for babies to develop their small- and large-muscle development. Babies learn to crawl, climb, pull themselves up cruise and gain confidence in walking. Sensory experiences, such as scooping sand and pouring water, help them develop the skills to feed themselves. Staff encourage babies to be as active and independent as possible. As a result, babies develop confidence in their own abilities.

Achievement: Strong standard

Babies, including those who face barriers to their learning and/or wellbeing, such as children with special educational needs and/or disabilities or who are disadvantaged, make rapid progress from their starting points. Babies access an inviting, well-organised and stimulating environment that encourages high levels of curiosity and engagement. They babble happily to staff, with older babies using a range of words to convey their wants and wishes. They enjoy listening to stories and excitedly choose books to share with staff to read to them. These opportunities enhance babies' love of early literacy and reading.

Babies pour and fill cups with sand and water. Babies learn the specific skills they need to gain independence, such as learning how to feed themselves and help themselves to their drinking cups when thirsty. These well-planned learning opportunities help babies to succeed and become confident and independent learners ready for the next stage of their learning.

Behaviour, attitudes and establishing routines: Strong standard

Well-established, clear routines enable all babies to benefit from the learning opportunities provided. Leaders and staff place a high importance on supporting babies' personal, social and emotional skills. They understand that for babies to engage in their learning they need to feel safe. Staff prioritise babies' transitions in and out of the setting. Bespoke plans mean that nothing is missed and babies are fully supported. As a result, babies enjoy loving and established relationships with the staff, where they receive high levels of praise, encouragement and care.

The environment is both calm and purposeful, with children excitedly exploring a variety of thoughtfully arranged resources, displays and books. Staff work closely with parents to ensure that the routine of the setting is adapted to suit each individual babies' routine. Leaders and staff are aware of the importance of babies' attendance and the positive impact this has on their learning. They work with parents to eliminate any barriers for babies' attendance, such as adapting the hours that they attend. This helps babies to engage in their learning. Leaders and staff are extremely positive role models. They provide gentle, consistent reminders to babies about sharing and taking turns.

Children's welfare and wellbeing: Strong standard

Leaders and staff develop warm, positive relationships with babies. They collaborate with parents to ensure babies' routines, including sleeping and weaning, are established. This enables babies to build secure attachments and promotes their health and wellbeing. In addition, staff respond quickly and sensitively to the babies' needs. Practice is inclusive, ensuring that each child is treated as an individual.

Embedded and well-structured routines support babies in developing long-lasting healthy habits that promote their emotional health and wellbeing. Staff actively promote the importance of being fit and well. They provide daily opportunities for babies to be outdoors. Babies are encouraged to take safe risks, such as attempting to use the slide. This helps to build babies' resilience and confidence in their own abilities.

Mealtimes are relaxed social occasions, where babies are actively encouraged to develop the skills to feed themselves. Staff are extremely attentive to babies' dietary needs. In addition, they skilfully weave discussions about the importance of eating a healthy diet and drinking water. Babies are encouraged to wash their hands at appropriate times. Ultimately, babies become increasingly independent and develop the confidence to manage their own needs, such as accessing their own drinks.

Leadership and governance: Expected standard

Leaders understand the importance of safer recruitment and ensure staff working at the setting remain suitable. Overall, leaders have effective evaluation procedures in place and identify areas of development. However, they do not consistently ensure that qualifications are precisely targeted to the needs of staff, particularly those with key roles and responsibilities. Staff feel very supported in their role, including apprentices who are still studying towards early years educator qualifications. Newer staff are well supported through ongoing induction processes. Leaders regularly observe staff practice to further develop teaching.

Staff and leaders regularly engage with parents and families in a range of ways. They share information with parents through an online app. For example, they send parents photos of their children along with termly reports and next steps. The setting supports parents with home learning and produces newsletters and information about what is happening in the local area. Parents provide positive feedback about the staff and setting.