Kids Planet Frodsham

Inclusion: Strong standard

Leaders ensure the needs of all children, including those with special educational needs and/or disabilities (SEND), are fully met. They track children's progress to ensure that any needs are identified early. Leaders and staff design activities to meet each child's individual needs and interests. They make skilful adaptations to ensure all children feel included and are able to take part in the activities offered. For example, younger children develop their physical skills while playing a game of football with experienced staff. Older children count the spots on cards and learn to match the numbers with the dots. All children, including those who may face barriers to their learning and/or wellbeing, make excellent progress from their starting points.

Leaders work closely with external agencies and families to ensure the very best for all the children. They meet regularly to review targets and consistently identify any gaps in learning, and any adjustments are swiftly made. This ensures that all children, including those with SEND, make effective progress across all areas of learning. Additional funding is spent wisely to support children and their families. For example, children visit farms to pick pumpkins and travel to local residential homes to learn about the importance of caring for one another. They learn about similarities and differences in the world around them. All children, including those with SEND, develop a sense of belonging and are prepared extremely well for their next stage in learning.

Curriculum and teaching: Strong standard

Leaders have designed an inclusive curriculum that meets the needs of all children. This includes children who may face barriers to their learning and/or wellbeing and those who have special educational needs and/or disabilities (SEND). There is a particular emphasis on physical development throughout all the rooms, and children are consistently given lots of opportunities to develop their physical skills. Young children splash and pour water outside. Older children roll hoops and kick balls, developing coordination and balance. Children grow in confidence as they explore the outdoor area together and learn new skills.

Leaders have ensured that their curriculum consistently builds on what children already know and can do. Babies feed themselves with a spoon and use sign language to ask for more. Young children choose where to sit for lunch and hand out the plates to their friends. Older children pour their own drinks and scrape their food into the bin. Children learn important life skills as they grow in confidence and self-esteem.

Leaders and staff know the children extremely well. They design and plan highly inclusive activities to ensure children's communication and language development is supported consistently well. Children sit and listen to stories read by nurturing staff. They wash dolls together and learn new words such as 'splash' and 'scrub'. Children giggle as they sing songs and learn animal noises. This helps children to extend their vocabulary as they form warm and trusting relationships with adults. All children, including those with SEND, form extremely positive attitudes to learning.

Achievement: Strong standard

All children enjoy achieving and make consistent progress across all areas of learning. This includes children with special educational needs and/or disabilities (SEND) and children who may face other barriers to their learning and/or wellbeing. Babies beam with pride as they pull themselves up and are guided by gentle staff. Children giggle as they roll a hoop across the ground. They help each other step over the low wood outside, cheering each other on as they get to the other side. Young children learn independence skills as they drink from an open-topped cup. They sit extremely well and listen to stories and rhymes. Children learn to focus on what is important. Older children are asked to give their opinions and form a committee. They make decisions and learn important life skills. Children enjoy learning and consistently form extremely positive attitudes to learning. All children, including those with SEND, are prepared consistently well for their next stage in learning.

Behaviour, attitudes and establishing routines: Strong standard

Leaders ensure that all children, including those with special educational needs and/or disabilities (SEND), feel included and that their needs are met. Leaders have high expectations for all children, including those who may face barriers to their learning and/or wellbeing. All children behave extremely well and know what is expected of them. Any incidents of poor behaviour are dealt with swiftly, kindly and consistently. This helps children to feel safe, secure and settle quickly.

Leaders understand the importance of promoting attendance with their families. They have robust systems in place to help keep children safe. Leaders work closely with families and support them to access external agencies if needed. This helps to form positive relationships and establish consistent routines.

Leaders and staff form extremely positive relationships with all children. This includes children with SEND and those who may face other barriers to their learning and/or wellbeing. Leaders ensure their staff know the children well and design and plan activities to meet their individual needs. Routines are embedded consistently well, and adults work hard to achieve the very best outcomes for all children. Activities and routines are skilfully adapted to meet the needs of all children, including those with SEND. Group and story times are managed well. Children know where to go during mealtimes and follow set routines with ease. This helps children to form extremely positive attitudes to learning.

Children's welfare and wellbeing: Expected standard

Leaders prioritise children's welfare and wellbeing. They have established effective policies and practices, which are typically implemented by all staff. They create a safe space where all children, including those with special educational needs and/or disabilities (SEND), feel welcomed and included. All children have daily access to outdoor learning. This helps to support children's physical and mental health as they play outside together. Children settle quickly and form a sense of belonging.

Leaders teach all children, including those with SEND, ways to keep themselves healthy and safe. Children are offered a range of healthy foods and talk about why celery is good for them. Hygiene practices generally ensure that the personal needs of children are met typically well. Children typically form healthy habits and learn how to make choices that are good for them.

Children arrive happy and ready to learn. They form meaningful relationships with the adults as they play together. Experienced staff gently lead young children by the hand and explore the water tray together. Children carefully wash the dolls and giggle as they splash water. Older children make dough with adults and talk about how the materials change as they mix them with a spoon. All children, including those with SEND, feel valued and listened to. This means that all children, including those who may face barriers to their learning and/or wellbeing, feel included and form secure attachments with the adults who care for them.

Leadership and governance: Expected standard

Leaders understand their context well. They are clear on their areas of strength and recognise any areas for development. Leaders provide regular learning opportunities for their staff. Leaders undertake regular supervision and follow safe recruiting practices. Staff feel supported in their roles and feel they are listened to. They say their mental health is supported particularly well. However, leaders have not made sure that all staff are fully aware of updates to the requirements of the early years foundation stage, which has led to some inconsistencies in care practices across the nursery.

Leaders are ambitious for all children, including those with special educational needs and/or disabilities (SEND) and those who may face other barriers to their learning and/or wellbeing. They know children's families well and work closely with outside agencies to provide targeted support. Additional funding is spent wisely to meet each individual need. This helps children to feel valued, supported and listened to.

Leaders have formed close links with their local community and provide children with varied and exciting opportunities to extend their learning. For example, children visit local residential homes and invite residents into their setting. They visit farms and learn about pumpkin picking. This helps children to make links in their learning and to learn about the world around them.

Children are prepared well for their next stage in learning. Leaders plan transition events carefully to meet the needs of all the children. This includes children with SEND and those who may face other barriers to their learning and/or wellbeing. Parents speak very highly of the setting and say they feel supported and value the close working partnership. They say their children make 'clear progress' and staff are 'friendly, welcoming and approachable'. Leaders ensure children know what is expected of them, and all children behave extremely well. This helps children to feel safe, settled and form a sense of belonging.