Kids Planet Knutsford

Inclusion: Expected standard

Leaders clearly identify children's needs. They have clear and effective plans in place to support children with special educational needs and/or disabilities (SEND) to make progress in their learning and development. Leaders understand children's needs and use funding to remove barriers to children's learning. For example, they buy resources to support children's learning at home. This ensures that there is continuity of learning for children to make secure progress. Leaders ensure an ongoing cycle of review for support plans. This ensures that children's progress is monitored and practices adapted to meet their changing needs.

Leaders typically work well with parents and carers to identify barriers to children's learning. However, they do not always adapt their practice to support children with dual languages or work effectively with these families to provide support and guidance. As a result, practitioners do not always meet the needs of children with dual languages. Leaders and practitioners work well with external agencies to provide support for children with SEND. They implement guidance effectively and use it to inform teaching strategies. Leaders connect with local schools to support children with SEND to transition smoothly.

Curriculum and teaching: Expected standard

Leaders have a clear understanding of the curriculum. They support children to build effective relationships, develop independence and build their physical confidence. Practitioners give extended time for children to explore the outdoors. For example, children build their upper body strength through using monkey bars and carrying tyres. Leaders and practitioners typically teach the curriculum well. They sequence children's learning to build on what they know and can do. For example, practitioners support toddlers to count as they scoop water, while pre-school children are supported to recognise numerals. Leaders have clearly identified areas for improvement. For example, they have identified that they can strengthen how they support children to explore cultures.

Leaders and practitioners assess children's learning and monitor their progress. Practitioners typically identify clear next steps that are age- and stage-appropriate. They ensure that plans for children with special educational needs and/or disabilities are tailored to meet their specific needs. Practitioners have created a safe and warm environment where children are confident to play in small groups. They support children to express their feelings and ideas. Practitioners provide open-ended materials to support children's creativity and problem-solving skills. For example, children work together using crates and tyres to make an ice-cream van.

Achievement: Expected standard

Children typically make steady progress in their learning. They build confidence and resilience as they climb and stay physically active. Children learn how to keep themselves safe. They gradually build their independence and ability to focus and pay attention. Children learn how to take turns as they play with water. They build language skills that help them work cooperatively with others. Children develop the skills needed for a successful transition to the next stage in their learning. They gain independence through self-care routines, for example washing hands with support to washing hands independently. Children develop the knowledge and skills needed to ensure a smooth transition to school.

Children with special educational needs and/or disabilities achieve well from their starting points. For example, children who play alongside others learn the skills for building friendships. They are supported to reach their goals through small steps, supported by attuned practitioners.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have clear expectations of children's positive behaviour. They work closely with families to support children's regular attendance. Practitioners know the children well and provide tailored support, particularly for children with special educational needs and/or disabilities. Practitioners effectively identify and add additional support when necessary. They identify triggers and create plans to effectively support children to reduce inappropriate behaviours. Practitioners respectfully support and guide children through social challenges. They model and use language to support children to work together. As a result, children play well together, interact positively, and respond well to practitioners' guidance.

Practitioners support children to play well together. They support children to build friendships through small-group activities. Practitioners model kindness and care in their relationships with children. They effectively adapt activities to meet children's needs and stage of development. Practitioners intentionally support children to develop their concentration through purposefully increasing activities based on children's interests. However, practitioners have not yet fully embedded routines, particularly around lunchtime. This means that at times, some children have to wait longer before eating.

Children's welfare and wellbeing: Expected standard

Leaders and practitioners have created a warm and welcoming space for children and their families. They actively support and promote children's development. They focus on promoting children's wellbeing and mental health. For example, leaders and practitioners provide consistent access to the outdoors, support children's overall wellbeing and provide positive learning experiences. Leaders support practitioners in implementing safe sleeping arrangements. Practitioners ensure that children are effectively supervised during mealtimes and during sleep times. For example, practitioners sit facing children while eating. They remain present and support children as they go to sleep in a cot or bed. Practitioners support children to develop their understanding of risk and how to keep themselves safe during play. For example, practitioners effectively support toddlers as they climb the climbing wall. They observe and are nearby for support if needed. Practitioners have clear risk assessments in place. They ensure these are implemented effectively daily.

Practitioners typically support children to take part in hygiene practices with increasing independence. For example, toddlers are encouraged to find their own water bottles using their photos. Practitioners generally work well together to ensure that the key-person system meets children's needs. They build effective relationships with children and support them to feel safe and secure. For example, children seek out their key person for comfort and support or to share moments of joy.

Leadership and governance: Expected standard

Leaders have a clear understanding of the setting's context, including the immediate community. They clearly understand the areas for improvement in the setting. Leaders ensure that practitioners engage in professional learning opportunities that are tailored to meet their individual needs. They support practitioners to develop their passions and interests in the early years.

Leaders place a high importance on staff wellbeing. They provide additional support and adapt their approach to meet the staff member's individual needs. Leaders provide practitioners with ongoing coaching and mentoring. They support practitioners to be reflective and critical of their practice. This ensures that there is a continual focus on improvement.

Leaders engage with professionals and other agencies positively. They work effectively to support children with special educational needs and/or disabilities to ensure that they receive the support needed to have successful transitions to school. Leaders typically work well with parents and carers. They support parents and the community through charity events, raising awareness and funds for specific causes. They ensure that there is effective communication about children's learning and development. Leaders ensure that parents have regular opportunities to share information relating to their child's development. They offer support and guidance around developmental milestones. For example, leaders provide take-home packs focusing on areas of development, such as toilet training. These provide parents with information to empower them at different developmental stages. However, leaders have not fully embedded parent partnerships when working with parents from diverse backgrounds. This means that sometimes children may struggle to settle and develop a sense of belonging.