Kids Planet Jack Straws Lane

Inclusion: Strong standard

Children benefit from a highly inclusive approach in which leaders and staff know them well. Leaders and staff take prompt action to identify and reduce barriers to children's learning or wellbeing. Children with special educational needs and/or disabilities receive well-targeted support that reflects their individual needs. Leaders make effective use of additional funding and specialist advice. Staff work closely with external professionals and families to put appropriate strategies and resources in place. For example, staff have worked extremely effectively with specialists to support children's communication and physical and other health needs. This enables all children to participate fully in the life of the nursery.

Children who may face other barriers to their learning receive sensitive support. Children receive encouragement to develop a positive sense of belonging and are consistently valued for who they are. Staff keep parents and carers well informed and actively involve them in supporting their children's learning and development.

Children benefit from an environment where difference is welcomed and everyone is included. Families are welcomed into the life of the nursery through celebrations, events and regular communication. This helps children to build positive relationships and a shared sense of community. Leaders make decisions in the best interests of all children. They are keen to strengthen even more how the nursery embraces different cultures and supports children with different linguistic backgrounds, particularly given its diverse community.

Curriculum and teaching: Strong standard

Leaders have established a well-designed, ambitious and coherently sequenced curriculum. Staff have a secure understanding of children's individual learning needs. They know how to deliver a rich range of experiences to support children's curiosity, confidence, independence and resilience as they explore, investigate and solve problems. Staff use assessment effectively to identify children's starting points, recognise gaps and plan appropriate next steps in the children's learning.

Leaders and staff integrate outdoor space meaningfully into the curriculum. They plan the nursery garden as a purposeful extension of the learning environment. Staff skilfully use the outdoors to deepen children's understanding of nature and the world around them.

Staff use high-quality interactions to ensure children with special educational needs and/or disabilities and those facing other barriers to learning receive support through thoughtful adaptations and focused teaching. This enables these children to participate fully and make progress.

Staff place a sustained emphasis on supporting children's communication and language. This underpins staff practice through everyday interactions, modelling and repetition. Staff skilfully encourage children's voices, giving them time to respond and encouraging them to share their ideas.

Staff keep parents and carers well informed about the curriculum and their children's progress through daily communication, parents' meetings and informative handovers. This enables children's learning to be continued at home. Leaders demonstrate a deep and secure understanding of the curriculum and drive a continual focus on delivering ongoing training, ensuring consistently high-quality interactions. This results in teaching that has a clear impact on children's learning.

Achievement: Strong standard

Children develop particularly well in communication skills. They become increasingly confident in expressing their needs, sharing ideas and engaging in conversations with others. Children develop independence, resilience and problem-solving skills through rich and first-hand experiences. This includes valuable outdoor learning opportunities, forest school and opportunities to explore their local community, such as outings to the funfair and the local residential home. Older children show genuine enthusiasm for the food they have helped to prepare. They eagerly try new flavours and develop a broader taste as they enjoy their lunch. Babies demonstrate secure attachments. They eagerly develop their strength, coordination and mobility and explore their surroundings with curiosity. Children, including those with special educational needs and/or disabilities and those who face other barriers to learning, develop the knowledge and skills they need to thrive and move successfully to their next stage of learning.

Children make notable progress from their individual starting points, towards carefully identified and achievable next steps in their learning. They develop the essential skills needed for future learning, including confidence, regulating their feelings, social skills and increasing independence. Children benefit from their achievements being recognised and celebrated. From the youngest children to those preparing for school, children flourish. They leave the setting well prepared for their next stage, with the knowledge, listening skills and positive attitudes they need to continue learning successfully.

Behaviour, attitudes and establishing routines: Strong standard

Children behave extremely well and develop positive attitudes towards their learning in a calm environment. They understand familiar rules and boundaries and respond positively to the clear expectations. Children play harmoniously and collaboratively, showing empathy and consideration for others. They develop secure, warm and respectful relationships with staff.

Staff respond sensitively to children's individual needs. They use consistent approaches to help children regulate their emotions and understand appropriate behaviour. This enables children to develop increasing self-control and confidence in managing social situations. Routines are clear, familiar and well established. This helps children to feel secure and understand what is expected of them throughout the day.

Children move confidently between activities and engage purposefully in their play and learning. Staff follow children's interests and respond flexibly when their engagement changes, while maintaining clear expectations and boundaries. Staff understand children's individual circumstances and additional needs. They make appropriate adaptations to help all children to participate successfully.

Leaders and staff promote the importance of regular attendance, supporting children to benefit fully from the setting's curriculum and develop secure relationships. Consequently, children demonstrate positive attitudes, increasing independence and respect for others. This provides a successful foundation for their continued learning and development.

Children's welfare and wellbeing: Strong standard

Staff provide warm and attentive care that helps children to feel safe, secure and valued. Babies develop secure attachments with familiar adults, who respond sensitively to their cues. Staff provide reassurance, cuddles and songs that support babies' emotional security and growing communication. They thoughtfully adapt care routines to children's individual needs and circumstances, including flexible routines for babies based on their sleep and feeding patterns.

Children receive support to develop healthy lifestyles, physical skills and increasing independence. The extensive outdoor garden areas give children regular opportunities to run, climb, balance and negotiate uneven surfaces, while staff support them to take manageable risks safely. Older children develop a positive understanding of healthy food. For example, they grow, pick and prepare vegetables such as onions, cucumbers and tomatoes before helping to make their lunch. Children learn about food, safety and hygiene while washing their hands, serving themselves and making healthy choices.

Children with special educational needs and/or disabilities receive carefully tailored support. Staff respond sensitively to children's individual needs, providing support beyond their basic care needs when additional help is required. They work closely with families and specialist professionals to understand and meet children's individual physical, sensory and developmental needs.

Children develop secure relationships with staff. They receive encouragement to recognise and express their feelings, develop confidence and become increasingly independent. As a result, children are happy, secure and increasingly resilient, with a positive sense of emotional and physical wellbeing.

Leadership and governance: Strong standard

Newly appointed leaders have quickly provided ambitious direction and a clear focus on achieving the best outcomes for all children. Leaders have high expectations of themselves and their team. They have established a culture of continuous improvement, where staff are encouraged to reflect on their practice and contribute to the ongoing development of the setting. Leaders understand the setting's strengths and areas for development. They use this knowledge to respond to changing needs and improve provision. Their decisions are consistently rooted in children's best interests, including those with additional needs.

Leaders have robust systems for supervision sessions, monitoring staff performance and checking ongoing suitability. They identify staff's individual training needs. Leaders provide bespoke professional development that builds staff expertise and has a positive impact on children's experiences. Staff receive encouragement to undertake further qualifications, including higher-level training, to develop their knowledge, skills and career pathways. Recent training in outdoor learning, early years practice and child development has strengthened staff understanding and practice. Staff feel valued and supported.

Leaders prioritise staff wellbeing and workload through open communication, flexible support and opportunities for staff voice. They value contributions from across the team and recognise staff achievements. Parents and carers are engaged effectively in supporting children's learning and wellbeing. Positive links with external agencies, universities and the local community enrich children's experiences. Consequently, leadership is highly effective in creating a positive, professional culture in which staff feel supported, valued and motivated to improve.