Kids Planet Farnham

Inclusion: Expected standard

Generally, leaders and staff use their knowledge of individual children to quickly identify and respond to gaps in their learning. Through ongoing assessment, staff monitor children's progress, adapt and provide activities to meet their individual needs. This helps to reduce barriers to children's learning. All children, including those with special educational needs and/or disabilities (SEND), benefit from swift action. Children with SEND receive targeted support with personalised next steps to help them achieve. Staff are aware of any additional support in place and frequently reflect on individual plans. These are regularly updated and shared with parents, carers and relevant professionals.

Typically, staff make the required adaptations to ensure all children, including those with SEND or who face barriers to their learning, participate fully in all aspects of the provision. For instance, staff skilfully adapt their planning, use appropriate resources and target their support well. This helps to ensure that all children, including those who require specialist equipment, are fully included to access learning at their level. Staff receive bespoke training that helps them make the necessary adjustments and implement safety measures. This means they are equipped to meet children's needs, which helps to improve their outcomes and wellbeing.

Curriculum and teaching: Expected standard

Typically, leaders demonstrate a clear and accurate view of the curriculum and the quality of teaching. Leaders and staff reflect on the curriculum and make necessary adaptations to support children who face barriers to their learning. This ensures provision remains inclusive and accessible for all. Intentions for children's learning focus on helping them build on skills as they transition through rooms and eventually on to school. Staff support children's physical development by providing opportunities to build coordination, strength and control. They offer guidance as children slither through tunnels and steadily walk across, up and down sloped areas in the garden. Children become confident movers as they manoeuvre their bodies in different ways.

Leaders support staff to recognise where children's learning can be extended and challenged further. Generally, staff use successful teaching strategies that encourage participation, curiosity and development across all areas of learning. For instance, staff support children's imagination and creativity as they learn to build and construct with a clear purpose. Children are excited as they create jets, houses and beaches. Staff encourage children to plan, problem-solve and discuss their ideas as they work. Overall, children make appropriate progress in their learning, as they apply new skills and knowledge through hands-on and purposeful construction play.

Achievement: Expected standard

Overall, children, including those who face barriers to their learning, typically achieve well from their starting points. They develop secure knowledge and social skills as they play and participate in exciting activities. Staff ensure their teaching is appropriate for the age and stage of children's learning, ensuring the environment and activities are well matched to their individual needs. This helps children remain motivated and interested and suitably prepares them for their next stage of learning. Children develop their speech and language through consistent, meaningful back-and-forth interactions with staff and each other. They listen to stories with interest, sing songs and share their ideas and thoughts. This helps children to become competent communicators. Generally, children are settled and confident in their environment, with their emotional and care needs met by attentive caring staff. This positively promotes their wellbeing, helping children to build resilience as they learn to manage and express their feelings.

Behaviour, attitudes and establishing routines: Expected standard

Staff are positive role models, demonstrating respectful behaviour and kindness. Children are supported well as they learn to navigate their growing emotions and feelings. Staff help children to redirect their frustrations in a positive manner. For example, staff encourage children to take turns at throwing balls to release excess energy safely and appropriately. This helps children to regulate their emotions successfully, leading to calmer behaviours and improved engagement in learning and play. Staff deploy themselves well to ensure children are well supervised. This helps them to identify and support any minor conflicts that children have. Staff help children to recognise the effect their behaviour has on others as they learn to share, take turns and manage their feelings.

Generally, leaders and staff have created a well-structured and organised environment. However, at times, children do not benefit fully from consistent, well-established routines. For example, during arrival times, some disorganisation can lead to children becoming disengaged, making it more difficult for them to understand what is expected of them. At these times, this hinders children's focus and participation. Leaders and staff promote regular attendance to ensure children feel settled and maintain positive relationships. Children demonstrate emotional security and enjoy the company of staff and their friends. They are polite and kind and willingly seek out others to share their experiences.

Children's welfare and wellbeing: Expected standard

Children, including those with special educational needs and/or disabilities or who face barriers to their learning, thrive in this setting. Staff are caring, nurturing and sensitive in their interactions. Children actively seek comfort and support from familiar staff who skilfully guide and facilitate their play and learning. Typically, key staff meet the needs of children, and staff understand their roles as a key person. However, at times, gaps in the effectiveness of the arrangements mean that children do not receive consistent care and support from the adults who know them best. Staff do know children well and effectively support them to build on their skills.

Staff are vigilant and watchful for any hazards or risks to children. They help children learn how to keep themselves and others safe. For instance, they encourage children to think about the danger of throwing objects in the air or putting resources in their mouth. Children think and share their opinions about what could happen and how they could be harmed. This supports their welfare and helps children to think about and understand consequences, as they learn to make sensible choices. Children eat healthy, nutritious meals, drink plenty of water and have ample exercise and rest. This supports their emotional wellbeing.

Leadership and governance: Expected standard

The leadership team has been in place since the recent changes to the registration. Leaders are passionate about and dedicated to improving outcomes for all children and their families. Typically, leaders identify priorities for improvement and put in place action plans to inform change. For instance, newly embedded routines, such as rolling lunch, mean that mealtimes flow well. These have been well considered and benefit children as they develop independence skills that help prepare them for school. However, oversight does not always ensure that key-person arrangements and opening routines are effectively and consistently implemented across the setting. This can lead to variation in children's experiences.

Staff receive the coaching, training and support they need to aid their personal and professional growth. They have regular opportunities to share their views and ideas to improve their practice. They report high morale, manageable workloads and support from leaders and each other. This benefits the care and education that children receive. Leaders and staff have developed positive relationships with children, their families and other professionals. Parents and carers are supported to continue children's learning at home and are offered regular advice and guidance. The ongoing flow of communication enhances the children's sense of security and continuity in learning.