Kids Planet Hopwood

Inclusion: Expected standard

Leaders and staff work swiftly to identify and support the needs of children. They provide early help and interventions upon first concerns. Staff support children with special educational needs and/or disabilities (SEND) or those who may face other barriers to their learning with interventions and strategies to focus on their learning and development. As a result, children with SEND or with other barriers to their learning integrate well into the provision and learn alongside their peers. Occasionally, these strategies are not specific enough to children's individual needs to be effective. For example, staff do not consistently provide children who speak English as an additional language with other tools to promote their communication methods. As a result, these methods are not consistent.

Leaders and staff work collaboratively with different professionals, such as speech and language therapists, to gain advice for further help. From this effective working, children with SEND benefit from relevant next steps to make appropriate progress. Leaders and staff are knowledgeable. They have a secure understanding of children's needs, which helps them to use additional funding appropriately. This has a positive impact on reducing barriers for children. Staff provide children with additional assistance or resources to support children's learning and development. Leaders and staff ensure that the strategies used are generally effective and communication between home, nursery and professionals is up to date and consistent.

Curriculum and teaching: Strong standard

Leaders and staff use an ambitious and inclusive curriculum, embedded into practice across the provision. Staff work effectively to provide high-quality interactions and use every opportunity for children to learn. Leaders support staff through the curriculum, ensuring that teaching is relevant and effective. Staff are skilled in adapting in the moment to respond to children's emerging thinking. As children explore different insects, staff encourage children to count the legs of the insects. Children transfer this knowledge into the play dough as they create their own grasshoppers. Staff focus on learning being age-appropriate. For instance, babies enjoy a safe environment for floor-level play where they can crawl, cruise and roll with confidence. Toddlers explore an environment that encourages them to risk take, run and climb to develop their physical and gross motor skills. Children across the provision learn to be kind, caring and respectful to another. There is a real focus on their personal, social and emotional needs.

Children are confident learners as they explore the provision with a willingness to learn. Children experience a variety of language as staff teach mathematics within play. Babies and toddlers count alongside staff as they build towers from blocks. They enjoy discussing how 'big' and 'small' the different towers are. Pre-school children explore different units of measurement as they race one another to fill their boats during water play. Staff encourage children to fill their jugs to specific measurements before using their fine motor skills and coordination to skilfully pour their jugs into the boats.

Achievement: Strong standard

Children achieve consistently as high-quality teaching and experiences provide opportunities for their learning and development. They are confident in preparing for transitions as they are independent throughout routines and self-care practices. Babies and toddlers skilfully feed themselves at mealtimes as they use forks and spoons to scoop their nutritious meal. Pre-school children use forks and knives appropriately to cut and feed themselves with confidence. All children enjoy meaningful interactions with staff as they discuss the food they are eating. Older children express how 'delicious' the food is as they ask for more.

Pre-school children enjoy using mark-making equipment to write their names and to share their knowledge of letters and numerals. Staff offer praise consistently, which encourages children to engage further. Children are focused and attentive during activities as they handle scissors with care. Children with special educational needs and/or disabilities achieve well. For example, they use their gross motor skills to move around the provision and embrace their learning experiences. Children with other barriers to their learning are confident to adapt their knowledge and understanding to initiate play with their peers as they dig and scoop in the sand tray. Children are integrated in play and are secure within their environment.

Behaviour, attitudes and establishing routines: Strong standard

Children respond to the positive culture that leaders embed with respect. They demonstrate a clear understanding of the expectations. Children develop positive relationships with their peers and staff as the environment promotes warmth and nurture. Children receive comfort from staff as they are attentive and knowing of their needs. Younger children seek out their familiar adults with confidence. Staff support their feelings swiftly through cuddles and reassurance. Older children receive comfort and encouragement to understand and regulate their emotions through effective communication. Children display a willingness to learn and develop as they seek out activities and experiences, with an eagerness to engage and remain focused.

Leaders and staff work in partnership with parents and carers and families to promote attendance and punctuality. Leaders monitor children's attendance and absences through the communication app with parents to highlight any patterns of absence. If a pattern is noticed, leaders then work to overcome any barriers that may be of influence. Routines are embedded throughout the provision to provide a calm environment where children feel secure and safe. As a result, children play harmoniously with their peers. They recognise photos of themselves and their artwork across the provision with pride.

Children's welfare and wellbeing: Strong standard

Children learn to make their own healthy choices as staff teach them the importance of healthy eating, rest and exercise. Staff promote physical activities through stimulating and fun sport activities. For example, children participate in activities led by sports coaches. They tiptoe across ladders, kick a football and practise their running. Children learn to develop their balance, explore different ways of moving and practise turn-taking skills as they work within a team. Leaders and staff celebrate children's unique personalities and are skilful in responding to the varying needs of all children.

Younger children enjoy a calming and peaceful environment to support healthy routines of sleep and rest to promote further learning. Children develop appropriate levels of independence to manage their own personal needs. For example, they dress themselves for outdoor play and use cutlery skilfully to feed themselves.

Children with special educational needs and/or disabilities or children who face other barriers to their learning are involved in all aspects of learning as children and staff initiate playful interactions and develop secure and trusting attachments. As a result of these attachments, children feel safe and secure. This enables them to become confident learners as they embrace all aspects of learning within the provision.

Leadership and governance: Strong standard

Leaders are passionate, dedicated and ambitious. They create an environment that constantly develops and improves as they identify areas for improvement and provide training opportunities to ensure improvement. Leaders prioritise professional development for all staff as they create opportunities for further training, such as becoming a forest school ambassador or a mathematics champion. Leaders continue to support children with special educational needs and/or disabilities as they identify specific training. Leaders create an open-door policy for staff and families to communicate effectively and develop close partnerships as they provide daily feedback at handover times. Leaders enhance their support to parents and families as they work with the local council to provide a prescription library scheme as they help families to access specific books to read with their children to support through significant changes that they may be experiencing. Leaders have also introduced a lending service where families can borrow different board games to encourage less screen time and provide more opportunities for interactions at home. These additional methods of support create an excellent link between home and the provision, to make a demonstrable difference to children and their families as leaders acknowledge the importance of parent partnerships.

Leaders promote staff's wellbeing as they acknowledge the pressures and the workload and create opportunities to support or ease these. For example, leaders have made a dedicated space for staff to exercise and relax while on their break times. As a result, staff feel refreshed and motivated, making a positive impact on the quality of provision. Staff express how they feel supported and able to always communicate with leaders. Leaders use supervision sessions and appraisals effectively to identify further training opportunities as they prioritise continuous development to make a difference to children's experiences and care.