Kids Planet Bromley

Inclusion: Strong standard

Leaders promote a culture of inclusion in the nursery, where all staff, children and families are welcomed and valued for the unique qualities that they bring. Leaders ensure that all individuals feel included and that their wellbeing is prioritised. For instance, every family is invited for bespoke induction sessions where key staff get to know the child and family, to determine children's unique starting points. They use this information to plan for children's individual needs. When staff and families identify that a child is not making expected progress, they take swift action to address any concerns and work together to plan for children's individual needs. Leaders and staff use a graduated approach to identify children's precise needs through observation and assessment and make appropriate referrals to external agencies for support where necessary. All staff wear lanyards that hold cards with images and symbols to support children to communicate their needs. This means that children with special educational needs and/or disabilities (SEND) receive rapid, targeted intervention.

Leaders are recognised by families and the local authority for their commitment and the positive impact that they make for children with SEND. They strive to make a difference to the lives of all children and recognise that all children deserve the best start in life. Additional funding is used strategically to offer targeted interventions for children. For instance, leaders offer an increased ratio of adults to children. This means that children receive increased levels of support and intervention to meet their learning needs. Leaders and staff also recognise children's individual interests and fund extra-curricular activities to enhance their learning experiences. For instance, visitors are invited into the setting to share a variety of exotic animals with children. This builds on children's love of nature and teaches them how to care for animals that may be beyond their current experiences.

Curriculum and teaching: Strong standard

Leaders and staff create a bespoke curriculum that is adapted according to the individual needs of the children that are attending the setting at the time. This means that all children receive targeted interventions that are skilfully aligned with their unique needs. Leaders promote opportunities for children to take part in outdoor learning. The development of children's communication and language is skilfully weaved throughout the nursery. Children sit together outside to listen to stories with staff. They concentrate intently and engage with the theme of the story as staff ask them questions and invite them to join in actions. Whilst following the story, staff point out the journey of the sun as it travels through the sky during the day and teach children how the sun helps plants and flowers to grow. Stories are creatively linked to children's current learning and the activities that they take part in during the day. For instance, children explore flowers in each of the rooms. They investigate the difference between the types and colour of petals.

Leaders and staff immerse children in mathematical language, beginning in the baby room. Staff count foam bricks with children as they stack them and watch them fall. They share number songs with children and invite them to join in. As children move up to the pre-school room, they take part in number games where they practise writing numbers for their friends to identify and match on their bingo cards. Staff know children's individual levels of development and skilfully adapt activities according to their needs. For instance, staff recognise that some children like to count out individual wooden rods, to help them to recognise the link between numeral and quantity.

Achievement: Strong standard

All children make swift progress from their starting points. They develop trusting relationships with all staff, which helps them to feel secure and promotes a love of learning. Children communicate confidently with staff and peers. Those children that have difficulties with communication and language learn to use gesture and share their needs through pictures and symbols displayed on staff lanyards to communicate their needs. Children receive bespoke interventions to enhance their language skills. This supports all children to make excellent progress with their speech and development of their broad vocabulary. Children talk about vegetables that they grow in nursery and caterpillars that they find on their produce. They talk with enthusiasm about the development of caterpillars to butterflies.

Children learn about how to grow vegetables, such as potatoes, lettuce and courgettes. They take part in activities where they dig up and wash potatoes, before observing as they are boiled over the nursery fire pit. Children learn how to stay safe around fire. They explore texture as they use tools to mash the potatoes and enjoy eating them. Children explore how to use knives to cut clay into shapes. They learn that the serrated side helps them to cut through the clay easier and helps them to have better control. These experiences offer valuable life skills for children and further reinforce the safe use of tools and equipment, in preparation for the next stage of their education.

Behaviour, attitudes and establishing routines: Strong standard

Leaders instil a positive culture of cooperation and respect throughout the nursery. All leaders and staff are positive role models for the children. They demonstrate kindness and compassion towards children, families and each other. Children mirror this and behave impeccably across the whole nursery. Children play cooperatively with their peers and offer encouragement to each other. For instance, children recognise when their friend has done something well, telling them 'good job.'

Leaders and staff embed a harmonious culture where children increasingly learn to manage their own feelings and behaviour. They support all children, including those with special educational needs and/or disabilities or other barriers to their learning, to recognise how they are feeling. Children explore images of different emotions in water play and drip water on the emotions that they are feeling at the time.

Leaders and staff understand the importance of secure attachments in supporting children to develop trust and settle well. Children develop warm, positive relationships with their key person and other staff. This helps them to develop their confidence, resilience and independence. Leaders promote the importance of punctuality and attendance in maintaining children's feelings of security and familiarity. Staff teach children about turn-taking and respecting others. Children share resources with others and learn how to treat nursery equipment with respect. When there are instances where children throw toy animals, staff calmly talk to them about being careful with nursery resources so that they do not hurt anyone.

Children's welfare and wellbeing: Strong standard

Leaders create an inclusive and nurturing environment where there are high expectations for the welfare and wellbeing of all children. Leaders and staff get to know children and families very well and build strong, trusting relationships. This helps the development of positive partnerships, where leaders, staff and parents work collaboratively in the best interests of children.

Staff explicitly teach children to recognise and share how they are feeling. Children who cannot communicate verbally can use pictures to identify how they are feeling. This means that all children can communicate and begin to regulate their emotions.

Staff recognise the importance of establishing secure attachments with their key children. They forge responsive relationships with babies to ensure that they settle well and that their immediate care needs are always met. Staff learn children's unique routines and make sure that they work closely with parents to mirror their individual sleep and weaning habits.

Leaders and staff embed long-lasting healthy habits that foster solid foundations for their health and wellbeing. Children receive healthy, nutritious meals, that they serve themselves. Leaders make sure that children's individual dietary and developmental needs are explicit, so that they receive highly responsive levels of support at mealtimes. Staff engage children in activities where they discuss and explore healthy foods. They make lemonade with a variety of citrus fruits. Children talk about the lemons and oranges that they have used, as they transfer the liquid between jugs. These activities support children to consistently make healthy choices and decisions.

Leadership and governance: Strong standard

Leaders embed a culture of high expectations and professionalism across the setting. They consistently focus on securing rewarding experiences for all children and celebrate excellent practice. Leaders and staff actively reflect on practice and skilfully identify the setting's strengths and areas for improvement. They recognise where improvement is needed and have robust action plans in place to bring about change. For instance, they identify how they will redevelop an area of the garden to support more opportunities for children to plant and grow their own vegetables.

Leaders instil a culture of continuous improvement and provide opportunities for further professional development and career progression. Staff receive consistent levels of support to develop in their roles and understand the areas that they can improve on. They reflect on their own practice and identify how they can improve through further training or coaching and mentoring. Staff feel valued and receive support to promote their wellbeing.

Leaders work in partnership with other agencies to ensure that children receive the care and support that they require to make a sustained difference to their learning and development. For instance, leaders request and receive support from the local authority and speech and language team. This helps them to plan and implement targeted interventions for children with special educational needs and/or disabilities or other barriers to their learning. Leaders also prioritise partnership working with parents. They consistently offer thoughtful and positive engagement opportunities to create a collaborative approach towards children's development. This helps children to thrive and become well prepared for transitions to the next stage of their education.