Kids Planet Brampton

Inclusion: Expected standard

Staff assess and review children's development at regular intervals. They use the information gained from observations and assessments to ensure that children's emerging developmental needs are identified. This helps them to draw up targeted individualised plans for those who need them. Leaders make swift referrals to external health and education professionals to ensure that appropriate strategies are in place. This partnership working helps staff to provide the correct support for children with special educational needs and/or disabilities and those who are known to children's social care. This supports children to make progress in all areas of their development. Staff use signing and picture boards with children who require additional support with their communication. However, staff do not always model the correct pronunciation of words when talking to children, which can cause confusion for children who are developing their vocabulary.

Extra funding, such as inclusion funding and pupil premium, is strategically used to support the individual children who receive it. Staff work with parents to identify the activities, resources and equipment that can be used to aid the child's specific development needs. Leaders monitor the impact of funding carefully, ensuring that it has been used in a way that has a positive effect on children's developmental progress.

Curriculum and teaching: Expected standard

Leaders have designed a curriculum that is structured so that it progressively builds on what children know and can do, and typically helps prepare them for their next stage of learning. All children, including those with special educational needs and/or disabilities and children who face barriers to their learning and/or wellbeing, are able to access a broad range of activities and experiences. This supports them to make progress in all areas of learning.

Staff count objects as they play alongside children and introduce mathematical language. Toddlers count the steps with staff as they walk down the stairs. Pre-school children develop their fine motor skills as they take part in creative activities. They eagerly paint pictures of the flowers that they have seen on their nature walk. Staff praise the children's creativity, and children show pride in their achievements.

Staff typically interact with children well. They give good eye contact when interacting with babies and respond to their babble. Staff encourage pre-school children to talk about the insects that they have seen on their walk. They introduce new information to children, such as talking to them about the life cycle of a butterfly. However, staff do not always model the correct pronunciation of words when talking to children, which can prevent children from using the correct vocabulary.

Achievement: Expected standard

All children, including children with special educational needs and/or disabilities and those who face barriers to their learning, make progress in all areas of their development. Children develop increasing independence and confidence in managing their self-care needs. Toddlers pour their own drinks and drink from open-top cups. Pre-school children peel and safely cut up fruit for their snack.

Pre-school children enjoy looking at books with their friends. They talk to each other about the characters and events in the stories. Babies and toddlers enthusiastically join in with singing songs and rhymes. However, at times, children's communication skills are not supported as well as they could be. Staff encourage children to say words such as 'doggie' and 'duckie', rather than 'dog' and 'duck'. This can hinder children's vocabulary development.

Children demonstrate a willingness to learn. Carefully adapted activities, along with additional focused support from staff, mean that all children, including those who face barriers to learning, can participate fully in the activities on offer. Overall, children are well prepared for their next stage of learning, including moving up to another room within the nursery or the transition to school when the time comes.

Behaviour, attitudes and establishing routines: Expected standard

Leaders promote the importance of regular attendance and punctuality through conversations with parents. They put strategies in place quickly when they identify that there are barriers to attendance. This helps ensure that all children can access the early education that they are entitled to.

Staff are positive role models. There is a culture of kindness and respect between children and staff, and children and their peers. Staff encourage children to listen to each other and to contribute and engage in group activities. Children concentrate, listen to and follow instructions. Staff offer children lots of praise and encouragement. Pre-school children demonstrate that they are aware of the rules and understand that they need to be kind to each other. Overall, staff help children think about why there are rules in place. However, they do not support children to understand why they need to wear sun hats and apply sunscreen before going outside and how this helps to keep them safe.

Staff adjust behavioural expectations well for children with special educational needs and/or disabilities. The rooms are organised to meet the care and wellbeing needs of children, such as providing children with a safe space for them to regulate their emotions.

Children's welfare and wellbeing: Expected standard

Staff gather a range of information from parents and carers when children first start at the nursery. They use this information to help new children settle. This ensures that children with special educational needs and/or disabilities and those known to children's social care receive the appropriate support. The key-person system is effective in supporting secure relationships between children and the staff who care for them. Children confidently separate from parents when they arrive at the setting. Typically, staff working with babies and toddlers are responsive to their needs and recognise when they are hungry, tired, shy or need support and comfort. Parents comment on the warm welcome that they and their children receive each day, and how well staff know their children.

Staff provide children with freshly prepared healthy meals and snacks. Staff pay close attention to ensure that children's individual dietary requirements are met. They complete handover checks with catering staff before meals are served. Staff monitor children effectively as they eat and sleep to ensure that they remain safe. However, staff do not consistently help children to understand why it is important to make healthy choices about the food they eat. This does not fully support children to build healthy habits for the future.

Leadership and governance: Expected standard

Overall, leaders support staff well. They place a high priority on ensuring the wellbeing of the staff and are mindful of workload demands. Staff comment that they enjoy working at the nursery. They have regular meetings and receive feedback on their practice. Leaders encourage staff to access ongoing professional development opportunities. However, the programme of professional development does not focus on helping staff to raise the quality and consistency of their teaching. This means that teaching across the nursery does not fully maximise children's opportunities for learning. Robust recruitment procedures are in place to ensure that all staff employed to work with children are suitable to do so. New staff receive a comprehensive induction to ensure that they understand their role and responsibilities.

Leaders understand the importance of working with parents and external professionals to ensure that the needs of children with special educational needs and/or disabilities, and those known to children's social care, are fully met. This typically helps reduce barriers to children's learning and supports children to make progress.

Overall, leaders demonstrate a clear understanding of the strengths of the provision and identify clear priorities for development. They recognise that the lack of outdoor space has an impact on how they implement the curriculum for physical development. To overcome this, staff take children on daily walks and trips out in the community to parks, woodlands and nature reserves. They have developed a room that is used specifically to provide children with the opportunity to climb and balance.