Kids Planet Mapperley

Inclusion: Expected standard

Leaders have a clear understanding of how to identify children who may need additional support to reach their full potential in their learning and development. This is achieved through observations and tracking children's development with assessments. This results in barriers to children's learning being identified quickly and children receiving the support they need. The setting provides a range of strategies to support children with special educational needs and/or disabilities (SEND). For example, staff wear pictures of emotions on lanyards to enable children to show them how they are feeling.

Leaders use additional funding to provide children with targeted support and resources to increase their engagement. Children benefit from purposeful high-quality interactions from staff. They use clear and repetitive language to support children's understanding and expectations. This results in children being calm, engaged and responsive to staff.

Generally, children with SEND make expected progress in their learning and development. Leaders work well with other professionals, make timely referrals and provide relevant reports to support outcomes for children in their care.

Curriculum and teaching: Expected standard

Leaders have an accurate understanding of the curriculum in the setting. Staff understand the importance of sequencing children's learning. For example, younger children learn how to self-serve at mealtimes to get ready to move up to the next room. However, some children do not consistently benefit from staff deploying themselves to extend their learning during their play. For example, staff sometimes focus their attention more on activities with some children. This occasionally means that, during free play, not all children have their learning extended.

Staff provide children with a wide variety of learning experiences that capture children's interests. For example, they plan trips to the local park to spark children's interest in bugs. Staff provide children with opportunities to develop their physical skills as they use a range of tools to scoop soil when they search for bugs. Overall, staff know children well and use this knowledge to adapt activities to develop their learning. However, the teaching of mathematics is not yet consistent across the setting. Some staff do not consistently provide children with opportunities to extend their learning further. For example, staff do not consistently support children to point to objects as they count to help children to correctly identify quantities.

Children enjoy sharing stories with staff, and babies smile and giggle as they explore different textures on the page. Staff introduce new vocabulary, such as 'grasshopper', which children copy. They sing a range of songs and nursery rhymes with children, which supports their communication and language. Families have the opportunity to borrow books from the setting to share with their children at home.

Achievement: Expected standard

Typically, children make expected progress in their learning and development. Children with special educational needs and/or disabilities (SEND) generally learn how to express themselves with the use of gestures and visual aids. Children with SEND receive the support they need to make progress. This is achieved through targeted support and positive interactions from staff who know their needs well. Children develop a range of skills.

Children develop their physical skills well. For instance, babies pull themselves up and learn how to climb small steps. Older children move on bicycles in the garden. Children show confidence as they explore and make choices in their play. They develop their speaking skills as they repeat words and phrases. Children take part in meaningful conversations as they play alongside their friends. This helps them to develop new language to prepare them for the next stage in their education. As a result, children make progress from their starting points.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have worked diligently since the last inspection to develop positive routines for children. They acknowledge that these changes are beginning to have a positive impact on children's experiences. Children follow the embedded routines well, for example when getting their coats and shoes ready to go outside. Furthermore, they enjoy the responsibility of carrying out tasks such as tidying away toys.

Staff are generally consistent with rules and boundaries for children. They support children to resolve conflicts through talking and using gentle reminders. For example, when children choose the same chair, staff remind them to take turns, supporting them to overcome conflict. Children with special educational needs and/or disabilities receive support to understand the rules and routines with the help of visual aids. Typically, children respond well to the rules and boundaries in place. However, staff do not consistently support children to think about why the rules are needed and the possible consequences of not following them. This results in children not consistently learning ways to keep themselves safe.

Leaders work with families to promote the importance of positive levels of attendance. They understand the value of ensuring that all children, including those with identified barriers, are able to attend the setting. This helps children to benefit from the curriculum and learning opportunities provided.

Children's welfare and wellbeing: Expected standard

Settling-in sessions support children's welfare. Children benefit from individualised settling-in sessions to help them feel safe. Leaders and staff work with families to understand children's individual routines and health needs. Children develop close bonds with their key persons, who know their individual needs well. Children seek out staff for cuddles and reassurance when needed. This successfully promotes children's welfare.

Staff provide children with a range of balanced and healthy meals. Staff encourage conversations during mealtimes to promoting children's knowledge and understanding of the benefits of eating healthy vegetables and leading active lifestyles. For instance, children enjoy daily opportunities to go outdoors where they play chase with their friends. Staff ensure all children, including those with barriers to their learning, receive support to understand the impact exercise has on their bodies. Children learn the benefits of exercise and keeping fit.

Staff generally support children's independence skills well. They have a clear understanding of the setting's curriculum to promote this. For example, all children, including young children, receive support to develop their physical skills at mealtimes, such as serving themselves and pouring their own drinks. These skills develop as children transition through the setting, building on their self-care skills well.

Leadership and governance: Expected standard

Leaders are passionate about the care and education they provide. They have been committed to making changes since the last inspection. Leaders acknowledge that there are still areas to develop. Staff report that they feel supported by leaders and their wellbeing is considered. Since the last inspection, they have received training to support their interactions and practice with children. This has raised staff's confidence in providing engaging learning opportunities and positive interactions with children. This has been achieved through regular supervision meetings, peer observations and targeted training for staff. However, leaders have not consistently targeted support for staff around helping children to understand the consequences of their behaviour. Staff have received support to develop their knowledge and skills in planning a range of engaging activities for children and their next steps in learning.

Leaders and staff form positive relationships with parents and carers. Parents speak positively about the care the setting provides. Leaders and staff provide regular parents' meetings to discuss and celebrate children's learning and development progress. Therefore, parents feel fully informed about their children's learning. Staff offer ideas to support children's personal care at home, including toilet training and dental hygiene. This helps to provide continuity between home and the setting.