Kids Planet Audenshaw

Inclusion: Expected standard

Leaders have ambitious expectations for all children. They have carefully considered the environment and made effective adaptations to ensure all children are included and feel valued. Staff have received training that enables them to quickly identify and assess each child's needs.

Leaders and staff correctly identify when children may need additional support and make the appropriate referrals to partner agencies. Leaders and staff collaborate with parents to create bespoke plans that celebrate the uniqueness of each child to support them. Leaders and staff meet regularly to discuss the progress children are making and to consider the effectiveness of the plans in place for them. Additional funding is used well, for example, to provide one-to-one support. Ultimately, these interventions are helping to narrow the gap in children's learning.

Support for children who speak English as an additional language remains a strength. Staff work in partnership with parents to support children's acquisition of language. As a result, all children make steady and sustained progress.

Curriculum and teaching: Expected standard

Leaders and staff have carefully considered the curriculum and have made significant changes since the previous inspection. For example, the reorganisation of the 2 pre-school rooms has had a positive impact on children's ability to engage in their learning. Effective oversight of the curriculum means leaders are able to identify gaps and take action to address this. However, some gaps remain in the curriculum for outdoor play. This means that, on occasion, some children are not fully engaged in their learning.

Leaders and staff place a key focus on supporting children's communication and language skills. However, on occasion, staff do not model the correct use of language. In addition, some conversations are stilted. This does not help children to develop an understanding of two-way conversations. Stories, and songs permeate throughout the setting. Older children joyfully sing, 'We will, we will, rock you.' Children demonstrate sound physical skills, such as balance and coordination, while playing outdoors. They show a love for outdoor learning. Babies enjoy scooping and pouring sand, which helps develop the hand control needed to feed themselves.

The teaching of mathematics is generally well established. Older children are confident to count independently and recognise numbers in the environment. Staff provide opportunities for children to see and hear numbers and to count. For example, staff count '1, 2, 3' before encouraging children to roll the ball to each other. Staff introduce new concepts, including mathematical ideas related to size, which help children to develop their vocabulary.

Achievement: Expected standard

Children who face barriers to their learning and/or wellbeing make steady and sustained progress, particularly in their social interactions and communication. For example, children learn to play alongside their friends. Babies babble happily with staff. This helps them to develop an understanding of two-way conversations. They are confident to make their wishes and feelings known, for example, when they need a drink or snack.

Older children develop independence as they see to their own toileting needs and serve themselves at lunchtimes. They confidently use a range of tools, such as ladles to serve food items and jugs to pour water. These skills help children to develop a 'can-do' attitude and build on their confidence, resilience and self-esteem.

Babies are curious learners. Older children concentrate well as they practise hitting the ball with a bat. Children are able to concentrate on tasks and are building the foundation for future learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff create a positive culture in which children and babies can grow and develop. They set age-appropriate expectations for children's behaviour. Clear, established routines enable all children, including those with special educational needs and/or disabilities, to know what is happening now and next. As a result, children are happy and settled in the setting. This is further supported by the warm, caring relationships staff develop with all children.

Staff role model expected behaviours, such as using polite manners, and they consistently praise positive behaviour. Children learn from a young age to take turns and to listen to their friends and others. They play collaboratively with their friends and share resources. Children are kind. For example, they offer to pour their friends' drinks. Children become interested and eager learners. This is because of the intentional learning that captivates their interests. Children learn to keep themselves safe. They know to hold on to the coloured rope as they go outdoors and remind their friends to hold the handrail as they go up and down the stairs.

The setting's positive relationships with parents ensure that families feel welcomed and valued. This inclusive approach supports children's regular attendance, forming positive habits for the future.

Children's welfare and wellbeing: Expected standard

Leaders and staff develop warm, trusting and caring relationships with the babies and children. Babies approach staff for comfort and reassurance when new people are in the room. Staff work with parents to establish babies' sleeping, weaning and feeding routines. This helps children develop secure attachments and promotes their health and wellbeing. Staff know children well, including those with special educational needs and/or disabilities, and generally respond appropriately to changes in children's emotions and needs. This helps children to feel valued and respected.

Risk assessments are implemented well. Children are supervised when eating and sleeping, and this helps to keep them safe. In addition, staff use these opportunities to talk to children about healthy eating and the importance of good oral health. Children understand the importance of washing their hands at appropriate times. Furthermore, discussions around food allergies or intolerances help children to understand what they can and should not eat. This builds children's resilience. Children enjoy the opportunities to practise walking along the wobbly plank and using bats and balls. These experiences enable children to develop good habits for life that support their health and wellbeing.

Leadership and governance: Expected standard

Leaders have carefully considered the outcomes at the previous inspection and have taken swift and decisive action. Staff wellbeing is prioritised. Staff comment positively on the training, development and support provided. They talk enthusiastically about the changes made and the beneficial impact on the children's care and education. Overall, staff have a clear understanding of their roles and responsibilities. Leaders and staff have a better understanding of children's individual starting points, the range of educational needs and any barriers they may face to their learning. Leaders are reflective and ambitious and demonstrate a commitment to continuous improvement for all staff and children. This helps them to respond quickly to any gaps in practice.

Leaders and staff work collaboratively to support all children, including those with special educational needs and/or disabilities or those who have other barriers to learning. Funding is used wisely to bring about the best possible outcomes for children and to narrow any gaps in their learning. Partnerships with parents are effective. Parents feel included in their children's care and speak positively about the nursery and staff.