Kids Planet Gateshead

Inclusion: Expected standard

Leaders and staff generally support children with special educational needs and/or disabilities (SEND) appropriately. They work with parents and other professionals to identify children's needs and put suitable strategies in place. For example, staff use visual timetables and prompts to help children understand daily routines and transitions. This helps children to know what is happening now and what will happen next.

Staff focus on helping children to build secure relationships with familiar adults through positive interactions. Children are supported to spend time with both their key person and other staff. This helps children to develop confidence and supports continuity in their care. As a result, children begin to settle and engage more readily in activities. Leaders and staff share information with parents so that learning can be supported at home. This provides a continuous approach to children's experiences.

The layout of the environment is an open-plan setting. Although recognised, leaders have not yet considered ways to enhance the learning environment to further reduce noise levels across the setting. That said, children listen and engage well. Overall, support for children with SEND is generally effective, although it is not yet fully consistent. Leaders recognise this and are taking steps to strengthen practice further, including reviewing aspects of the learning environment to better support children's communication and language development.

Curriculum and teaching: Expected standard

Leaders and staff generally deliver a suitable curriculum and provide appropriate teaching that reflects children's interests and supports their development. They use an 'in-the-moment' approach and typically identify what children need to learn next. However, this is not yet consistently embedded across all staff. Leaders do not always focus sufficiently on monitoring staff's practice and coaching staff to improve teaching.

Children are engaged and interested in their learning. They listen attentively to stories and begin to recall key information. Children explore the world around them, for example learning about the life cycle of a butterfly and using new vocabulary. They develop their creativity through activities such as painting and modelling, and they begin to build early mathematical understanding through counting and problem-solving in their play.

Overall, the curriculum and teaching are generally effective, although inconsistencies remain. For example, the level of support that children receive during learning experiences is not always finely matched to their abilities. Leaders recognise the need to strengthen staff practice and review aspects of the environment, including noise levels, to better support children's communication and language and social development.

Older children show a keen interest in stories and some children can recite the order of stories skilfully. Staff also extend learning through linked activities. For example, after enjoying a story about a hungry caterpillar, children make their own caterpillars from play dough and enjoy using some natural resources in this area.

Achievement: Expected standard

Children develop confidence in their social skills and physical development and generally achieve well across the curriculum. Babies have opportunities to develop physically. They develop muscle strength, balance and coordination as they practise standing, reaching and throwing. Children learn new words as they engage in a water play activity, such as 'splash' and 'squeeze'. Children's language and communication skills are developed during regular singing and story sessions, and they engage well in these activities.

Children develop early mathematical skills throughout the day, such as when singing number songs and rhymes, comparing the different sizes and shapes of leaves, and counting how many holes are in the leaves. Adapted activities for children with special educational needs and/or disabilities ensure all children are included. For example, when preparing fruit salad for their snack, all children complete tasks suited to their current abilities, which helps them develop their confidence and attain a sense of achievement.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff generally support children's behaviour and attitudes to learning appropriately. Children are settled, happy and familiar with the daily routines. They behave well, play cooperatively and develop positive relationships with their peers and staff. This supports children's emotional wellbeing and sense of belonging. Children take part in a range of experiences, including physical activities and outings, which help to promote their development and engagement. Staff have appropriate expectations for children's behaviour and learning. During group activities, staff gently remind children to share and take turns, which also promotes their social skills.

Overall, children's behaviour and attitudes to learning are positive. However, daily routines are not always implemented consistently and, at times, transitions, particularly around mealtimes, are not well organised. In addition, the structure of the day is not consistently maintained. Although the afternoon sessions are planned to mirror the structure of the morning sessions, there is some variation in the quality of afternoon sessions. While this does not significantly impact children's overall engagement, it means that high-quality practice is not yet fully embedded across the whole day.

Children's welfare and wellbeing: Expected standard

Leaders and staff ensure a nurturing environment that supports children to build positive relationships and form secure attachments with the adults caring for them. Staff know children's abilities and interests and use these to create engaging learning opportunities. Children with special educational needs and/or disabilities (SEND) seek cuddles and reassurance from staff when they first arrive. Staff's caring approach ensures that children feel secure and helps children to settle.

Parents report very positively about the care and education their children receive, including for children with SEND. Leaders are committed to implementing strategies to support children's learning and wellbeing. Personal care routines, such as toileting and potty training, are supported by each child's key person. This ensures a more consistent approach for each child. Staff sit with children at lunch and snack times to ensure their safety and support routines. However, because of the positioning of chairs in the baby section, eating times are not always as sociable as they could be. That said, leaders are already reviewing aspects of the learning environment to better support children's communication, language and social development.

Leadership and governance: Expected standard

Leaders are very passionate about their role and are committed to supporting children and families. They support parents experiencing challenges and offer advice beyond childcare matters, such as helping with housing applications. There are effective systems in place to support staff's welfare and wellbeing. Leaders are very 'hands on' in their approach. However, this sometimes hampers the effectiveness of leaders' evaluation of staff's practice and areas for development.

Staff have a positive attitude towards continuous professional development and access relevant training that enhances their knowledge and skills. Regular staff meetings and professional discussions help staff reflect on children's progress and plan next steps for learning. Staff speak positively about the support they receive from leaders, including the setting's designated leads for safeguarding and children with special educational needs and/or disabilities (SEND).

Leaders work effectively with external professionals to meet the needs of children with SEND. They also work closely with parents to agree on individual education plans for children. Parents are offered advice and ideas about how they can support their children's learning at home. Books are available for children to take home, extending their learning and development away from the setting. Leaders understand the importance of smooth transitions and help prepare children for moving on to school.