Kids Planet Country Park

Inclusion: Strong standard

Leaders and staff use their observations of children's play to identify any gaps in their learning. They quickly seek support from other professionals and decisively break down barriers, narrow gaps in children's learning and support their development further. Children benefit immensely from these consistent experiences to support their all-round needs.

The key-person system in highly effective as they know the children they care for extremely well. Leaders and staff understand the value and importance of working with parents. They gather relevant and in-depth information from parents about their child before they start attending. Leaders and staff make the communication and exchange of information a key factor in partnership working. They decide together how best to use any additional funding children receive. For example, additional resources are purchased and used extremely well to support children who struggle to regulate their emotions and maintain concentration. Children now recognise when they need to seek out such equipment to help them, for example, remain focused and build on their knowledge during story time.

Curriculum and teaching: Expected standard

All children, including those who have special educational needs and/or disabilities, and those facing disadvantage, continue to make progress. Leaders make sure staff provide a curriculum that is carefully thought out, covers the 7 areas of learning and supports all children's learning and development. Staff provide children with a balance of time for them to explore by themselves and be involved in more-focused activities lead by staff.

Staff plan enjoyable activities and experiences, such as play dough and painting with natural resources to enhance children's sensory development. Overall, staff provide high-quality interactions and engagement with all children. Occasionally, children are not consistently provided with the support they need by staff to build more quickly on what they already know and can do. For example, during a practical toothbrushing activity, staff do not consistently use effective teaching skills to help children to expand on their knowledge and understanding of oral hygiene further.

Staff make the most of children's play to support their mathematical development. Babies hear language used by staff, such as 'up' and 'down', when they climb equipment. Toddlers point out and count the characters and figures in a story book. Older children explore different shapes naming them confidently, such as triangle, square and circle.

Achievement: Expected standard

Children demonstrate growing resilience and exploration during their play. They are becoming confident communicators. Children learn new words, building on their range of vocabulary. They happily engage in running commentary, songs and rhymes with staff. Children typically gain the skills they will need for their eventual move on to school. For example, to support their physical development and independence, older children demonstrate confidence as they use small jugs to pour water into open cups and serve their own food at mealtimes. All children, including those who have special educational needs and/or disabilities, and those facing disadvantage, typically achieve well given their starting points.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff are kind and caring with the children. They are highly focused on including all children in the activities and experiences that are on offer. Staff help all children, including those with special educational needs and/or disabilities, feel involved, respected and valued. Leaders and staff quickly recognise and adapt activities to support all children. This significantly helps children to follow the very well-embedded expectations in place.

Leaders and staff understand the impact that poor attendance can have on children's outcomes. They swiftly follow up any non-attendance and encourage parents to build on, and highly promote the importance of, their children's regular attendance for their future education.

Leaders and staff skilfully help all children who may struggle to regulate their emotions in a safe way. Children have since significantly improved their methods of independently regulating their emotions safely. Staff praise children at every opportunity, which helps to raise all children's confidence and self-esteem quickly. Children are kind to one another and are respectful of their individual needs.

Staff use sign language to help all children to communicate in a polite and well-mannered way. Babies confidently use this strategy when they receive a toy to play with by signing and attempting to say, 'thank you'.

Children's welfare and wellbeing: Expected standard

Leaders and staff promote clear and well-embedded routines for hygiene, mealtimes and sleep that create a safe and secure environment for all children. Leaders and staff work closely with parents to ensure all children's personal care routines and needs are respected and met appropriately.

Children are closely watched by staff, who carry out safer-sleeping and safer-eating practices to support children's wellbeing and safety. Occasionally, the organisation's policies and procedures to support children's welfare and learning are not consistently followed or clearly understood by all staff. Particularly in regard to some equipment and resources used by very young children. Leaders, in this instance, act extremely swiftly and immediately eliminate any potential hazards to children during the inspection.

Leaders and staff ensure children experience plenty of time outside in the fresh air to promote their health and overall development. For example, babies enjoy exploring with their senses as they splash in water filled with flower petals. Toddlers ride on trikes and explore different textures, such as compost, herbs and other natural resources.

Leadership and governance: Expected standard

Leaders are very reflective and actively seek to make improvements at the setting. They quickly identify areas for improvement and take swift action, from their observations of staff practice to promote children's welfare and learning. They recognise that not all staff are confident and clear on how to consistently implement the organisation's policies and procedures on equipment and resource usage. Leaders support children's learning and development across the whole nursery. Overall, leaders show considerable dedication and commitment to providing high-quality care and education to children and their families.

Leaders complete regular appraisals with staff and check in on their wellbeing throughout each day. A wide range of training and support is available for all staff. This builds staff confidence, morale and self-esteem, which in turn helps to create a positive environment for children to play in.

Effective partnerships with parents and carers are in place. Leaders and staff adapt sessions to accommodate the changing needs of families in order to support outcomes for children. The continuity of care meets the needs of the children. This is because leaders and staff understand the importance of regularly sharing information with all those individuals involved in the children's care, including other early years professionals. Parents comment that they receive regular updates from staff about how well their child is developing and what they need to learn next.