Kids Planet Ettrick Grove

Inclusion: Strong standard

Leaders have created an effective inclusive culture. They have consistently high expectations of all children. They ensure that every child thrives and has appropriate support. Staff swiftly identify children with special educational needs and/or disabilities. They work closely with leaders to meet the needs of children and reduce barriers. Leaders and staff work sensitively with parents at the earliest opportunity.

Leaders work closely with a range of professionals, including physiotherapists, speech and language therapists and occupational therapists. They promptly seek advice, training and resources to help meet children's individual needs. Leaders also work in partnership with parents, holding regular meetings. They continuously develop and review support plans. Disadvantaged children benefit from these positive partnerships. As a result, clear and measurable targets are used. Children receive tailored support and make ample progress from their starting points.

Leaders rigorously monitor the progress that children make. Staff regularly review children's targets and adapt support plans where needed. This ensures that support remains effective and responsive to each child's needs. Staff consistently use a range of communication strategies, such as communication boards, symbols and Makaton. Leaders ensure that they securely embed this high-quality approach. As a result, children make excellent progress and achieve positive outcomes.

Leaders use additional funding efficiently to meet children's needs. For example, a dark sensory tent offers children a quiet space to regulate their emotions. Staff actively contribute their ideas about the resources they think would benefit children. Leaders work closely with parents to ensure that funding has the greatest possible impact both in nursery and at home. Overall, leaders have a strategic overview of funding. This helps children, including those with learning challenges, get support that lets them thrive and make progress.

Curriculum and teaching: Strong standard

Leaders have designed an ambitious curriculum, breaking it down into small steps. Staff provide a balance of planned activities that follow children's interests. In the pre-school room, children create sunflowers with various craft materials. Staff know which skills and knowledge children need to learn next. They quickly adapt activities. Children can access a curriculum appropriate to their age and stage of development. As a result, children, including those who face barriers to learning, make steady progress. Overall, leaders have designed an effective curriculum that helps children become kind, confident and effective communicators.

Leaders prioritise communication, language and a love of reading. Staff nurture this through shared stories, cosy book areas, songs and meaningful conversations. Leaders strengthen this further by offering a lending library to families. As a result, children grow into confident and effective communicators in the setting and at home. Their love of reading flourishes alongside this.

Leaders recognise that outdoor learning is vital for children's wellbeing and development. A sports coach teaches children, supporting and developing their physical skills. These skills are taught in small steps that are appropriate to each child's age and stage of development. For example, pre-school children pretend to be jungle animals and work together as a team. Staff ensure learning is engaging. As a result, children eagerly take part in physical learning activities.

Achievement: Strong standard

Children, including those with special educational needs and/or disabilities and those who face barriers to their learning and/or wellbeing, make excellent progress across all areas of learning.

Babies develop secure early communication skills through warm, meaningful interactions with attentive adults. Staff sing songs and talk gently with babies throughout the day. Toddlers grow confident with early mark making. They use chunky chalks and begin to talk about the marks they make. Staff build on toddlers' vocabulary by modelling new words. They repeat what toddlers say and add simple language to help them describe their ideas. Pre-school children recall their prior learning and take part in sustained conversations. Staff encourage deeper conversations by asking questions. This helps children think critically and share their ideas. As a result, children make efficient progress in communication and language. They develop an increasingly rich vocabulary and become confident communicators.

Children are well prepared for their next stage of learning. They talk confidently and ask for help when they need it. They show independence that matches their age and stage of development. Children who are ready to start school show their readiness by recognising their name. They try to write the letters in their name. They can serve their own food at lunchtime and manage self-care independently.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff are positive role models and have created a calm and harmonious environment. The respectful and nurturing environment helps children to behave as well as possible. Children interact with each other in a kind and thoughtful way. For example, children politely say 'excuse me' when they want to get past.

The high expectations of children's behaviour are well sequenced and age-appropriate. This supports children with special educational needs and/or disabilities and those who face barriers to their learning and/or wellbeing.

Staff have superb routines in place to support children's transitions. For example, teachers use timers to prompt children at tidy-up time. Children walk smoothly and calmly as they move through the nursery. They show positive attitudes towards tasks. For example, older children like to take the register and count heads when they move rooms. Children also enjoy being the helper at lunchtime when handing out the cups and cutlery. These routines are consistently established and embedded. As a result, children understand what will happen next and know what is expected of them. Overall, children show excellent behaviour.

Leaders monitor children's attendance regularly. They work closely with parents and carers to identify and remove any barriers that may affect attendance. For example, leaders adjust session times where appropriate to support children to attend regularly. They consistently promote the importance and benefits of regular attendance with families.

Children's welfare and wellbeing: Strong standard

Leaders and staff ensure that the nursery is a safe, warm and nurturing place. Staff consistently prioritise children's wellbeing and clearly focus on it. They create a positive and calm atmosphere in a well-designed environment.

All children have warm and secure attachments with their key person. Staff treat children with respect and kindness as they meet their care needs. For example, staff show children the nappy as an object of reference and talk to them directly about what they are doing. Staff regularly praise children for their efforts. This helps to develop children's self-confidence and self-esteem. This includes giving verbal praise and 'high fives'.

Staff work closely with parents to meet children's care needs consistently. This includes sleep and dietary needs. Staff actively encourage children to take responsibility and develop self-care skills and independence. Staff choose children as 'special helpers', and the children take pride in it. They happily help with tasks such as handing out cups and clearing plates at lunchtime.

Children benefit from an inclusive approach to wellbeing. Staff work closely with families and external professionals to support children who are vulnerable or need extra help. For example, some children who have experienced significant changes in their family circumstances receive emotional support. As a result, these children feel understood, safe and supported.

Leaders promote healthy lifestyles effectively. They do this by providing nutritious meals, physical activity, outdoor learning and oral health initiatives. For example, pre-school children joined a tooth-brushing activity. This helped them see why taking care of their teeth is important.

Leadership and governance: Strong standard

Leaders are very passionate about their role. They have established a clear and ambitious vision that reflects the needs of the community, the children and the families that attend. Leaders have a strong understanding of their local community. They use this knowledge to ensure the curriculum reflects children's needs and experiences. For example, children regularly visit the local park and the local recycling centre to recycle used batteries. Children also visit the local care home, where they spend time with the residents. As a result, children are able to make connections between their learning in the nursery and the wider community.

Leaders have an accurate understanding of the setting's strengths and are proactive in identifying areas for further development. They are committed to continually improving the quality of the provision and experiences for all children. Leaders have made significant improvements to the outdoor learning environment. They have adopted the Scandinavian Udeskole approach. As a result of this approach, children have increased opportunities for exploration, risk-taking and physical development. Leaders carefully evaluate the impact of these initiatives to ensure they continue to enhance children's learning and development.

Leaders promote staff wellbeing and manage workload effectively. They have created a culture in which staff feel highly valued and respected. For example, thoughtful gestures such as appreciation gifts for employee of the month help staff feel recognised. Leaders check in with staff regularly and hold frequent supervision sessions to discuss wellbeing and practice. Clear communication and a strong team culture help staff feel confident and cared for.