Kids Planet Little Lever Baby House

Inclusion: Strong standard

Leaders and staff create a highly inclusive and harmonious environment in which all babies' individuality is recognised and celebrated. Leaders and staff recognise that babies may have barriers to their learning. They acknowledge that it is crucial for them to settle at the setting so that they are able to engage in their learning. Staff work tirelessly to support babies who struggle to achieve this. They skilfully adapt babies' attendance so that they have more opportunities to visit the setting and build those secure bonds with staff. These bespoke plans and adaptations help babies to feel safe and confident to engage in the activities provided.

Leaders and staff are instrumental in narrowing the gaps in babies' learning. This is exemplified by the support provided to babies with special educational needs and/or disabilities (SEND). Leaders and staff collaborate with other professionals and parents to ensure babies receive the support and guidance they need. As a result of carefully targeted interventions, babies make rapid progress and build a solid foundation for future learning. Currently, no babies are in receipt of funding for SEND. Leaders and staff demonstrate a secure understanding of how this would be used to help reduce the barriers in babies' learning.

Curriculum and teaching: Strong standard

Leaders and staff create an ambitious curriculum based on the 3 prime areas. This is skilfully designed to give babies the knowledge and skills they need to move on into the next stage of their learning. Clear assessment systems enable staff to plan the next steps for babies effectively. As a result, babies thrive and are active participants in their learning.

Staff are highly skilled communicators who seamlessly thread new words and ideas into the activities. They are in tune with the babies' interests and use this to accelerate their learning. Staff know their favourite songs, such as '5 Little Ducks', and use these as they play 'What's in the box?' Babies watch in awe as their favourite songs are sung and items appear from the box. They sway in time to the singing and mimic staff's hand gestures. In addition, they have an insight into early mathematical concepts.

Staff provide numerous opportunities for babies to develop their small- and large-muscle development. Babies are provided with tummy time to strengthen their core muscles. Sensory experiences, such as moulding dough and 'gloop', help them develop the skills to feed themselves. Staff encourage babies to be as active and independent as possible. As a result, babies develop confidence in their own abilities.

Achievement: Strong standard

Babies, including those who face barriers to their learning and/or wellbeing, such as those with special educational needs and/or disabilities or who are disadvantaged, make rapid progress from their starting points. Babies access an inviting, well-organised and stimulating environment that encourages high levels of curiosity and engagement.

Babies babble happily to staff, with older babies using a range of words to convey their wants and wishes. Babies enjoy listening to stories such as 'Brown Bear'. They eagerly join in with familiar phrases. These opportunities enhance babies' love of early literacy and reading. Babies pour and fill cups with sand and water. They persevere at tasks, such as working out how to open the netting on the tent. They beam with delight when they achieve this. Babies learn the specific skills they need to gain independence, such as learning how to feed themselves. These well-planned learning opportunities help babies to succeed and become confident and independent learners ready for the next stage of their learning.

Behaviour, attitudes and establishing routines: Strong standard

Well-established, clear routines enable all babies to benefit from the learning opportunities. Leaders and staff place a high importance on supporting babies' personal, social and emotional skills. They understand that for babies to engage in their learning they need to feel safe. Staff prioritise babies' transitions in and out of the setting. Bespoke plans mean that nothing is missed and babies are fully supported. As a result, babies enjoy loving and established relationships with the staff, where they receive high levels of praise, encouragement and care.

Leaders and staff are aware of the importance of babies' attendance and the positive impact this has on their learning. They work with parents to eliminate any barriers for babies' attendance, such as adapting the hours that they attend. This helps babies to engage in their learning. Leaders and staff are extremely positive role models. They provide gentle, consistent reminders to babies about sharing and taking turns. In addition, activities such as 'Mini Minds' introduce babies to ways to increasingly manage their feelings and behaviour. This helps them to develop empathy and be kind to their friends. Babies celebrate their success with a 'high five' or a resounding 'goal' when they kick the ball.

Children's welfare and wellbeing: Strong standard

Leaders and staff develop warm, positive relationships with babies. They collaborate with parents to ensure babies' routines, including sleeping and weaning, are established. This enables babies to build secure attachments and promotes their health and wellbeing. In addition, staff respond quickly and sensitively to the babies' needs.

Embedded and well-structured routines support babies in developing long-lasting healthy habits that promote their emotional health and wellbeing. Staff actively promote the importance of being fit and well. They provide daily opportunities for babies to be outdoors. Babies are encouraged to take safe risks, such as attempting to use the slide. This helps to build babies' resilience and confidence in their own abilities.

Mealtimes are relaxed social occasions where babies are actively encouraged to develop the skills to feed themselves. Staff are extremely attentive to babies' dietary needs. In addition, they skilfully weave discussions about the importance of eating a healthy diet and drinking water. Babies are encouraged to wash their hands at appropriate times. They giggle in delight as they attempt to wash their face. Ultimately, babies become increasingly independent and develop the confidence to manage their own needs, such as getting their own drinks.

Leadership and governance: Strong standard

Leaders are passionate and highly committed, and this permeates throughout the staff team. This culture of high expectations and collaborative working is an intrinsic part of the setting and means nothing is missed. Leaders have highly effective oversight and governance of the setting. Planning is well-established to ensure continuous development of the setting and the provision of high-quality care and education. Leaders prioritise staff development, training and wellbeing. They have instilled a culture of continuous improvement, which is embraced by staff. As a result, staff have a secure understanding of their roles and responsibilities.

Leaders and staff work tirelessly with parents to ensure that the babies' needs are known and are consistently met in practice. They respond swiftly to support babies who face barriers to their learning and wellbeing. These timely interventions mean babies receive the help they need to succeed. Parents are highly complimentary about the setting. They value the support during transitions and comment on their baby's readiness for the next steps in their learning. In addition, leaders and staff provide an extensive range of activities for parents to do at home with their baby. This successfully promotes the babies' ongoing learning.