Kids Planet Linden House

Inclusion: Expected standard

Leaders provide staff with training on the how to assess and review children's progress, enabling them to identify children's needs and plan appropriate support. Procedures for early identification and assessment are embedded and generally used well to reduce barriers to learning. However, while staff recognise when children require additional help, support is not always targeted sequentially, which leads to some inconsistency in how it is delivered.

Leaders maintain strategic oversight of support for children with special educational needs and/or disabilities, including during staffing changes. They are committed to ensuring all children, including those who are disadvantaged, can access the curriculum fully. Strong partnerships with families and external agencies promote a consistent understanding of children's needs. Staff implement agreed strategies effectively, such as simple sign language and objects of reference, to support children's understanding.

Early years pupil premium funding is used purposefully to target interventions that address identified gaps. Leaders monitor its impact on children's progress and wellbeing.

Curriculum and teaching: Expected standard

Leaders have clear action plans to strengthen the consistency of the curriculum. They have implemented an ambitious approach that supports all children to make progress in their development. The curriculum is typically taught well. Staff help children to feel safe and welcome, and adapt teaching accordingly. For example, by using key words from children's home languages. Babies benefit from warm, nurturing interactions, such as snuggling in to share books or playing peekaboo. Children's personal, social, and emotional development is prioritised.

Staff place strong emphasis on developing children's mathematical understanding. They use everyday moments to introduce numbers, such as counting stacking cups, or the children in the line. Books are used effectively to extend learning, for instance children compare dinosaur toys with illustrations to find matching features.

Staff know what they want children to learn and plan activities that spark curiosity and exploration. Engaging environments promote rich experiences, such as when children excitedly search for animals hidden in shredded paper and talk about what they discover. Staff generally model clear language and ask questions that extend children's thinking. As a result, children become confident communicators, who are well prepared for their next stage of learning. However, some staff would benefit from further coaching to ensure they consistently use interactions to extend children's language development.

Achievement: Expected standard

Children make good progress through the curriculum. Babies babble, copy new words and eagerly imitate the clear language that staff model. Older children engage in meaningful conversations with adults and peers, showing increasing confidence and vocabulary. They chat confidently, ask questions and share personal experiences, such as describing their trip to forest school.

Children are proud of their achievements. They build towers and use their shape knowledge to describe the items. Children recognise numbers they see and link them to numbers of significance, such as their age, as they proudly exclaim '3, I am 3.' Parents have seen particular progress in their children's physical development and communication skills since they started attending the nursery. Overall, children achieve well and show curiosity, confidence and increasing independence, ensuring they are ready for future learning, including school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders work closely with families and take steps to address barriers to attendance, including helping to secure additional funding where needed. Leaders have established a positive and respectful environment, where expectations for behaviour are generally well understood. Children form strong, trusting relationships with staff and each other. Staff act as positive role models, treating children with warmth and valuing their opinions. Children also demonstrate kind behaviours, such as helping their friends as they play collaboratively to make 'sand pies'. They ask their friends' opinions as they ask each other if they think they 'have enough'. Children pass out food to each other at mealtimes and take turns in ring games. Children enthusiastically join in songs together and show genuine enjoyment in shared activities.

Staff support children's emotional development effectively, offering gentle reminders and consistent expectations to help them manage their feelings. They use mirrors and describe how they may be feeling. As a result, children typically follow the expectations of staff and demonstrate secure social skills that prepare them well for future learning. However, at busier times of day, staff do not always consistently reinforce expectations, and the organisation of some routines does not fully support children in maintaining the high standards typically seen.

Children's welfare and wellbeing: Expected standard

Children are settled and confident at this nursery and clearly enjoy the time they spend with staff and each other. Care practices are effective in meeting children's individual needs, and children's independence is promoted well. Children are encouraged to wipe their own noses, put on their shoes and self-serve food. During mealtimes, older children fill their own cups, pass food to others and show determination when tasks are tricky. Children are well supported to develop their physical development and health.

Secure and responsive relationships are a strength. Staff show respect for children's welfare, seeking consent before wiping noses or changing nappies. Babies receive consistently calm and nurturing care. Older children also benefit from warm, meaningful interactions with staff, which helps their confidence and emotional security.

Children recognise when they need to rest and independently access cosy spaces or their beds. These routines are well organised and tailored to individual needs. Typically, mealtimes are unhurried and sociable, offering opportunities for communication and independence. Staff talk about nutritious foods, naming vegetables and explaining how they help the body to grow. Older children recognise the shapes and colours of foods and show increasing physical control when using tools and equipment to cut them, using knives safely. Hygiene procedures are generally strong, with staff modelling handwashing and children independently accessing tissues. However, at some routine times of the day, staff do not consistently uphold these high standards. This leads to minor inconsistencies in hygiene procedures.

Leadership and governance: Expected standard

Leaders maintain strong relationships with parents, who appreciate regular updates on their child's development, next steps and ideas to support learning at home. This partnership contributes to children receiving consistent support across home and the setting. Parents speak positively about the provision and value the responsive transition arrangements that help their children settle into the nursery and new rooms with ease. There have been some staffing changes in the setting; however, leaders have ensured continuity for children by maintaining a stable core team.

Leaders have an accurate understanding of the setting's strengths and areas for improvement. They model expectations, such as reminding staff to reinforce manners and hygiene. Leaders make decisions in the best interests of children, including those who are disadvantaged.

Staff wellbeing is prioritised. Staff state that managers are available and supportive. Professional development is valued, and staff receive regular training that improves their understanding of their roles. This has a positive impact throughout the nursery. However, while leaders offer extensive training and support, it is not always targeted precisely enough to match the individual needs of practitioners. As a result, minor inconsistencies remain in the implementation of the curriculum and some policies. For example, at times, staff do not consistently reinforce behaviour expectations during routines.