Kids Planet Brampton Park

Inclusion: Strong standard

Leaders establish an inclusive and well-coordinated approach, ensuring that every child identified with special educational needs and/or disabilities (SEND), disadvantaged children and those known to social care benefits from effective support, careful monitoring and positive outcomes. Leaders make sure that focused training equips staff to identify the needs of children early and provide timely, tailored support that reduces barriers to children's learning. Collaboration with parents and external professionals ensures that children receive coordinated support. Leaders' practice is thorough and well structured. They liaise effectively with headteachers, such as those from specialist schools, to visit children with SEND in the setting to support effective transition on to school. This joined-up approach makes a sustained difference to children's opportunities and experiences.

Staff and leaders use additional funding effectively to improve children's learning, ensuring that resources are targeted where they have the greatest impact on progress and achievement. These decisions are reviewed regularly to ensure that funding continues to have a positive impact on children's overall development. Leaders have a secure understanding of children's needs and the progress they make, resulting in a consistently responsive vision across the setting. Staff are highly committed to providing the very best support to children with SEND. They offer considerable comfort and reassurance to children, such as when they may need support with their emotions. This helps children to continue to access the learning on offer.

Curriculum and teaching: Expected standard

Leaders have developed an effective and inclusive curriculum that has a key focus on learning through nature. They are proud of the location of their nursery and use the surrounding areas with pride. For example, staff take children out onto the grounds of the park to engage in physical games that develop balance and coordination. Staff teach children about what makes flowers such as daffodils grow. As a result, children develop a real sense of appreciation for the natural world around them.

Staff teach important knowledge about mathematical language, such as 'fast' and 'slow' during water play when pouring water down funnels. Staff introduce new vocabulary such as 'little', 'mini', 'scoop', 'full' and 'squeeze'. They model actions so that children can see cause and effect as sponges releases water. Children watch closely, copy the actions and talk about what they notice. On occasion, some staff do not consistently extend older children's ideas or deepen their thinking during play and learning experiences.

Typically, babies benefit from early communication and sensory experiences. Staff share books purposefully, encouraging babies to touch, feel and explore textures that stimulate their sensory development. Staff model expressive sounds, such as 'ooh aah' for a monkey, 'snap snap' for a crocodile and 'quack quack' for a duck. This captures babies' attention and promotes early language. Babies watch closely and attempt to copy and babble, showing emerging communication skills.

Achievement: Expected standard

Children, including those with special educational needs and/or disabilities and those who face other barriers to their learning and/or wellbeing, make progress in their communication and language. Children learn to recognise colours, shapes and numbers, for instance through moulding play dough into a 'birthday cake'. They develop a love for nature and learn about living things, recalling from memory what is needed to make plants grow. Children become observant as they look closely at daffodils. They ably use paintbrushes to make long strokes on paper to represent the stem of a flower.

Children take part in regular sports sessions that strengthen their physical skills and build positive attitudes to being active. They learn to follow instructions and use equipment, such as rackets and beanbags, with growing control as they move around cones. Children develop their balance, coordination and focus. As a result, children are prepared for their next stage of learning, including school.

Behaviour, attitudes and establishing routines: Expected standard

Children play alongside one another happily, supported by a calm and purposefully developed environment that helps them feel secure and ready to learn. They typically build warm, positive relationships with others, showing growing confidence in their social interactions. This helps children to feel part of the nursery. Leaders put effective systems in place to monitor and promote children's regular attendance at nursery, which fosters a sense of routine, belonging and confidence. This supports children to stay engaged in the curriculum and develop positive attitudes to their learning.

Leaders and staff understand the importance of children's positive behaviour. They have a range of strategies in place to support this. When staff notice individual children in need of guidance in managing their behaviour, they persistently remind them about being kind and gentle. This helps children to self-regulate. Children know what is expected of them at the nursery.

Leaders have established effective community links. They seek permission from the local council when taking children onto the grounds of a local park to further enhance learning about planting. Children engage in activities such as litter picking and visiting a museum. This results in children's real sense of their community, the world around them and learning to care for living things.

Children's welfare and wellbeing: Expected standard

Children benefit from leaders' enhanced curriculum that broadens their experiences and supports overall development. Leaders provide regular opportunities for children to explore the setting's outdoor grounds and take part in sports sessions. This helps to deepen children's understanding of healthy, active lifestyles. Children are also given opportunities to take home sports bags, helping to extend these habits beyond the setting. This helps to build children's confidence, motivation and awareness of how to keep their bodies healthy.

Staff understand babies' emerging needs well. They work closely with parents to introduce routines that are tailored to each child, such as sleep patterns and personal care. These individualised routines help babies to feel settled and secure. Children are supported by staff to help recognise, express and manage their emotions. Children benefit from warm, nurturing relationships to feel happy, emotionally safe and ready to explore and engage.

Children enjoy being independent learners. For example, they manage their own health and hygiene through handwashing. Children pour their own drink of water. Children have a go at eating new foods, such as mushroom pasta and garlic bread, for their lunch. Younger children's feeding is guided closely by caring staff who know the individual needs of children and their food preferences, including for children with special educational needs and/or disabilities. For example, children with intolerances to some textures are provided alternative foods to eat. Leaders and staff ensure that children's allergies are well known and understood, making sure that children are kept safe when eating.

Leadership and governance: Expected standard

Leaders are motivated and supported well through a highly effective area leadership team. Staff and the new leaders show a real enthusiasm of working together to provide the best outcomes for all children. Staff report that the wellbeing app that the leadership team has introduced is a real support to them. They explain they feel heard and listened to by leaders at the setting.

Leaders have put systems and processes in place for training, such as an app specifically designed for staff's professional development. Leaders carry out effective staff supervisions. However, there is scope for leaders to strengthen oversight of how they track the implementation of actions designed to further improve staff's practice.

Parents express how happy they are with the setting and the quality of communication. They appreciate the regular information shared about their children's learning and progress. Parents highlight that the settling-in process has supported their children to build relationships and become familiar with the environment. Leaders are viewed as supportive and reassuring.

Leaders have put systems in place to support effective transitions for all children as they move from the nursery and into school. They work closely with parents and external professionals to ensure that children receive coordinated support. This approach ensures that children make the best possible progress.