Kids Planet Crewe

Inclusion: Expected standard

Leaders and staff work closely with families to assess and support the needs of every child. They recognise the importance of consistent attendance. They prioritise building positive and effective partnerships with parents and carers to ensure that children can access the provision.

Leaders make sure that decisions about additional funding are closely linked to each child's individual needs. For example, children benefit from resources purchased specifically to help them remain calm and engaged. Staff quickly identify when children need extra support. They use effective strategies, such as visual cues. These strategies enable children, including those with special educational needs and/or disabilities (SEND), to communicate and fully engage in all learning.

Staff work closely with other professionals to ensure that children and their families receive the support they need to thrive. Targeted support plans are created, monitored and shared with parents. This helps them stay informed about their children's progress. This collaborative approach ensures consistency between home and the setting and supports children's learning and wellbeing. Children make steady progress, and those with SEND demonstrate swift progress from their starting points.

Curriculum and teaching: Expected standard

Leaders design an ambitious, inclusive curriculum that gives children the knowledge and skills they need for their next stage of development. Staff plan tailored activities to help children's continual development. Leaders are supporting some staff to implement the curriculum more effectively by improving their teaching and interactions.

Leaders focus the curriculum to meet the needs of the current group of children. They use a sports coach to support pre-school children in developing physical skills and teamwork. The curriculum supports progression from early communication and physical skills to independence and problem-solving. This planned sequence helps children build knowledge in readiness for their eventual move to school.

Leaders and staff use observations and assessments to plan children's next steps in learning. They act promptly when gaps in learning appear and ensure that all children make meaningful progress. Staff offer learning opportunities to meet individual children's needs. Teaching is delivered especially well for children with special educational needs and/or disabilities and where staff have identified gaps in learning and development.

Communication and language development are prioritised in each room. Staff introduce new words, and children gain an increasingly complex vocabulary. Staff strengthen mathematical learning through practical experiences. Children are supported to count out items they are using one item at a time. They develop an understanding of number order. Staff encourage turn-taking and problem-solving in play. For example, children consider how to twist and turn lids to open pots. Staff adjust the level of challenge so everyone can take part successfully.

Achievement: Expected standard

Children secure new knowledge and skills as they take part in the curriculum. All children, including those with less vocabulary and those who speak English as an additional language, use visual cues and Makaton to aid communication. They make consistent progress and are confident communicators.

Children who face barriers to their learning, including those with special educational needs and/or disabilities, make impressive progress from their starting points. They benefit from the adaptations made to activities, enabling them to take part, practise skills and gain independence. Children use new words, which helps them to join play with their friends and develop their confidence.

Children build their knowledge of number, and they develop physical skills and confidence at a steady pace. They work hard to squeeze lemons and twist lids off pots. They show a 'can-do' attitude as they keep trying with tasks. They develop a positive attitude and learn skills that help to prepare them for future learning.

Behaviour, attitudes and establishing routines: Expected standard

Children develop a sense of security because staff are welcoming and nurturing. Staff consider children's current experiences and any events, such as a new baby at home, that might impact on how they are feeling. Their clear knowledge of each child means they understand children's needs and how to support them. Routines from home are followed for babies, and this helps them settle easily. Children generally follow daily routines. However, during free play and some group times, staff do not always give children effective prompts to support them to know what to do next. As a result, children occasionally wander without purpose because they are not sure of the expectations or routines.

Staff model kindness and respect. They check with children before removing dummies or taking them to have their nappy changed. This helps children to feel valued, safe and secure. Overall, children's behaviour is positive. Even young children demonstrate lovely manners, saying 'thank you' to staff and friends. Children manage turn-taking well. They are encouraged to self-regulate by staff who understand how to support children to acknowledge their feelings. Staff respond calmly to children and offer consistent strategies to support any unwanted behaviours.

Leaders monitor absence closely. They understand the importance of regular attendance and ensure this is supported for all children.

Children's welfare and wellbeing: Expected standard

Staff demonstrate a strong understanding of each child's individual needs, taking into account their family background, experiences and broader context. They share this knowledge effectively within the team to provide consistent support and to ensure that every child receives the support they need to thrive. This approach is particularly valuable for children with special educational needs and/or disabilities or those facing additional barriers to learning, because it helps them to feel secure and supported.

Children are given safe opportunities to take manageable risks, such as using balancing equipment in the garden. These experiences help them develop confidence, resilience and coordination while learning to assess and manage challenges. Staff support children through modelling. For example, they guide pre-school children on how to cut fruit safely. This helps children to learn new skills safely and with confidence. Children are delighted when they manage tasks independently. Staff help children to recognise their emotions and encourage positive self-esteem.

Leaders have noted the difficulties local families might have in accessing a dentist and have provided advice and practical resources to support regular toothbrushing at home. In addition, they have provided packs for families to take home and make healthy meals. Parents comment on the positive impact of these in creating healthy routines at home.

Leadership and governance: Expected standard

Leaders have a good understanding of the context of the setting and use this knowledge to tailor the support and care they provide. Leaders regularly review practice and identify areas for improvement. Through supervision and coaching, leaders provide ongoing guidance to staff. A strength of the nursery is leaders' supportive approach. Staff report that they feel valued. Leaders work hard to help staff embed new knowledge and skills to contribute to children's learning and wellbeing.

Partnerships with parents are strong. Staff build relationships that enable them to gather detailed information about each child's individual needs, interests and home circumstances. Leaders are working to strengthen these partnerships even further, offering resources and guidance on supporting learning and healthy lifestyles at home. Parents are positive about the support they receive and the difference the nursery makes to their children's progress. Leaders work effectively with other professionals, including schools, to support smooth transitions for children as they move on. They demonstrate a strong approach to inclusion. They consider how the environment and curriculum can be planned and adapted where necessary to meet the needs of all children.

Leadership arrangements provide clear oversight, ensuring that safeguarding, wellbeing and professional development are prioritised. Leaders maintain appropriate expectations for staff and foster a culture of teamwork, trust and continuous improvement that supports children and families.