Kids Planet Macclesfield

Inclusion: Expected standard

Leaders have a clear process to identify children's needs. They ensure that children with special educational needs and/or disabilities (SEND) receive individualised support. Leaders and staff put plans in place to support children's development. Staff monitor children's progress through ongoing observations, assessments and regular reviews of individual support plans. As a result, children make steady progress towards their goals. Staff adapt teaching practices to meet the individual needs of children. For example, staff support children with SEND to re-engage in activities by offering calming experiences such as play dough.

Leaders and staff support children who are disadvantaged or face barriers to learning. They work together to support vulnerable parents and carers. Leaders and staff work effectively with external professionals to ensure a consistent approach to supporting children's development. For example, staff provide parents with information about the services available in their community. Leaders and staff effectively support children who are disadvantaged. They use additional funding to support children's learning and development. For example, staff buy large books to support children's communication and language skills. Leaders and staff use funding to remove barriers to children's learning. For example, they purchase items to support children and their parents to access the community.

Curriculum and teaching: Expected standard

Leaders have a clear understanding of child development and how to support children's learning. They implement a curriculum that typically builds on children's knowledge and skills and use children's interests to weave learning through play. For example, staff recognise children are learning about caring for others when they play hospitals with dolls. They provide cloths and water to bath the dolls, to extend their learning.

Leaders and staff ensure that children have secure foundations in communication and language and physical skills. For example, staff promote toddlers hand-eye coordination and balance through obstacle courses and throwing balls into nets. Staff talk, sing and read stories to children. They read familiar stories to children who repeat phrases with excitement. Staff explicitly teach maths to children. They support children to create 'worms' in play dough and measure how long they are. Staff teach children about feelings and emotions. Children are confident to talk about how they are feeling. They look at books and talk about what makes them happy.

Staff support children with special educational needs and/or disabilities by adapting activities to meet children's individual needs. They use visual cards, repetition and model short clear sentences to support children's communication and language skills. Staff support those who are disadvantaged through regular trips into the community. This supports children to understand the world around them.

Achievement: Expected standard

Children achieve well from their starting points. They are able to pay attention and focus during activities. Children develop coordination and control over their bodies through physical games. They show increasing levels of confidence. Children typically persist at activities. For example, they spend time learning how to operate cause-and-effect toys. Children develop language to enable them to express their needs and feelings. For example, children share that they are excited during story time. Older children are confident to share their thinking and ideas with their peers and staff.

Children with special educational needs and/or disabilities, and those with barriers to their learning experience success. They enjoy exploring with materials and build secure relationships with staff. Children with SEND have the support in place ready to move on to school. This ensures that times of change do not impact on children's continuing progress.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff promote children's regular attendance with parents and carers. They have clear expectations of behaviour and work in partnership with parents. Leaders and staff have strengthened the routines in the setting. They create calm and inviting mealtimes for children that meet their developmental needs. For example, younger toddlers eat lunch first, while older toddlers continue to play. Staff typically support children to develop their independence during routines. For example, staff support children to serve their own food at mealtimes.

Staff are kind and caring towards children. They support children to engage and play well with each other. Staff acknowledge children's attempts and achievements such as when building a tower out of blocks or when making cars from wood. Staff play alongside children. They have positive interactions and show enjoyment in play. This means that children develop positive attitudes to learning.

Staff know children well and adjust routines to meet individual children's needs. They effectively support children to manage their behaviour. For example, staff promote yoga activities and sensory experiences to help children to regulate their own emotions. Staff promote turn-taking with equipment and resources. As a result, children behave well and know what is expected of them.

Children's welfare and wellbeing: Expected standard

Leaders have established an effective key-person system that meets children's unique needs. Staff build warm relationships with children and parents and carers. They support children's physical and emotional wellbeing. For example, staff acknowledge children's feeling and offer support and comfort. Staff engage positively to meet children's individual needs. For example, staff support children with special educational needs and/or disabilities to engage in routines such as toileting. This means that children are happy, settled and actively engaged in learning.

Staff support children to take appropriate risks through outdoor play. For example, babies push trolleys uphill and older children create obstacles using planks and crates. Staff support children to understand the importance of being healthy. They talk about healthy food during mealtimes. Staff provide lots of opportunities for children to be physically active. For example, staff take children on regular trips to local parks where they can run and climb.

Staff talk to children about the importance of following good hygiene practices. They encourage and support children to wash hands before any meals. Staff support children to be increasingly independent during self-care routines.

Leadership and governance: Expected standard

Leaders are passionate and committed to providing high-quality education and care for children. They work closely with the long-standing staff team to support them in their roles. Staff value the frequent supervisions and support for their wellbeing. However, leaders do not consistently implement coaching and mentoring practices for some staff. They do not always provide staff with the direct feedback to help improve their practice. For example, staff do not receive clear feedback in the moment that recognises strengths and supports them in their areas of development.

Leaders ensure that all staff complete training that effectively supports them. Staff are happy and enjoy their work. They take part in a thorough induction process that provides them with a secure base to build their knowledge. However, at times, staff do not recognise how to best support children's engagement in learning. Therefore, occasionally, this impacts on children's engagement in activities.

Leaders have a clear understanding about the community and their needs. They purchase resources and materials to meet the needs of children. Leaders and staff work well with other professionals. They utilise their knowledge and guidance to provide specific support for children who are disadvantaged, or who have special educational needs and/or disabilities. They utilise the local community to support children's understanding of the world and their place in it. For example, staff take children on regular outings to the fire station, forest and museums. Leaders and staff work in partnership with parents and carers. They ensure that parents feel secure and confident that their children receive appropriate support and care.