Kids Planet Mapperley South

Inclusion: Expected standard

Typically, leaders and staff identify and assess children's needs to put in place adaptations to support children's wellbeing and help them to access learning. For example, generally, staff adapt their language to support children with special educational needs and/or disabilities. For example, they use simple language and objects of reference to help their communication and language development. Leaders also work well with parents and carers to gather information and share concerns promptly to make referrals when necessary. They share advice to parents to help children's development, such as reducing dummy use and consistent strategies to support toilet training.

Leaders also work closely with outside agencies to support those children known to social care. They offer their setting as a familiar location to support children's confidence when organising regular meetings through social care. Leaders put in place consistent support for children known to social care to ease anxiety and build their confidence, such as having a familiar key person throughout their time at the nursery. They also offer food bags and essentials to all families, which particularly supports disadvantaged children. Leaders use early years additional funding to support the needs of individual children. For instance, they plan and organise new experiences and fund towards clothing for their next steps in education.

Curriculum and teaching: Expected standard

Leaders and staff have established an ambitious curriculum focusing on developing children's communication and language skills. This supports the needs of their current children. Staff assess children's development well to put in place appropriate next steps in learning. They use this information to plan and provide resources to build on children's knowledge, skills and understanding. For example, staff plan to introduce new vocabulary to broaden younger children's language skills when preparing snack, such as introducing the words 'juicy' and 'sticky.' However, sometimes, staff do not consistently extend children's learning further to support them in making even better progress in all areas of learning. For instance, staff do not consistently question further or share more knowledge on a topic to deepen children's learning.

Leaders and staff develop children's communication and language skills well. They comment on and narrate children's actions in the moment. Staff adapt their language, such as using simple words and actions for babies and longer sentences for older children. They also use objects and pictures alongside words to reduce barriers to children's learning. This particularly supports children who speak English as an additional language and those with special educational needs and/or disabilities. Staff regularly read books based on children's interests, where they talk about what is happening in the story. However, from time to time, staff do not consistently give children enough time to think and respond to their questions. This does not help children to develop their language skills even further.

Achievement: Expected standard

Children learn to develop their smaller muscles to prepare for their future independence. For example, children learn to squeeze dough, pinch using tweezers and chop their own snack. They also develop their larger muscles. For instance, babies climb a low-level slide, while older children play outdoor games, moving in different ways. Children access the outdoors in all weathers wearing suitable clothing. Babies enjoy freely walking and crawling in the rain. They also explore nature, such as mixing mud and water, with support from staff.

Children develop their communication and language skills well. They listen to stories and enjoy independently accessing books, turning pages and looking at the pictures. Children enthusiastically join in with familiar nursery rhymes using actions and words. They also learn new words to broaden their language skills through hands-on experiences. For example, when children cut up a watermelon, they describe the texture of the fruit as 'soft' and 'hard'. They also develop their mathematical language and understanding, where they join in counting objects of interest and compare objects based on their size. However, due to staff not consistently extending children's learning or giving them enough time to respond to their questions, children do not make even better progress.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have established clear routines for children. For example, children know where their coats and boots belong. They understand to wash their hands and sit for snack and lunch. However, on occasion, staff do not consistently put in place clear and high expectations for children to follow. For example, some children continue to model inappropriate behaviour, and staff do not consistently follow up the setting's rules or boundaries.

Staff help children to develop positive attitudes to learning. For example, they encourage them to have a go or model with children how to achieve. Children receive support by staff to snip using scissors, whereafter, they enjoy trying independently. Children show pride in their achievements. They play alongside others well, and staff support children to take turns. Staff use strategies to support children to be patient, such as saying whose turn it is now and next or sharing other resources to play with while they wait.

Children also develop positive bonds with staff, who follow their interests. For example, when babies show an interest in sliding down a wooden slide, staff support children on how to go down safely. Children confidently address their needs, and staff are responsive, such as during nappy changing. Leaders and staff promote positive attendance and punctuality. They follow up unexplained absences in a timely manner to ensure children are safe.

Children's welfare and wellbeing: Expected standard

Generally, staff support children to manage their own personal needs well. For example, they share advice on toilet training to parents and carers to put in place consistent strategies. They also provide opportunities for independence, such as children pouring their own drinks and using cutlery. Additionally, staff support children's understanding of positive hygiene. Children comment how they are getting rid of the germs when washing their hands before eating. Staff use simple words or signs to support children during intimate care hygiene, which children confidently follow. Leaders also support families, offering essentials to take home, such as nappies and wipes. This particularly supports disadvantaged children. Leaders make further adaptations to their menu and seating arrangements to support children with allergies and intolerances.

Children build their confidence well during their time at the setting. Leaders and staff offer flexible settling-in sessions when children first start and plan transitions from one room to another well. Children meet their new key persons and share booklets with photos of the setting and staff to help prepare children for the change. Typically, leaders put in place consistent strategies to support children known to social care and those with special educational needs and/or disabilities to help ease anxiety. For example, they put in place one-to-one support during their time at the setting and encourage small steps in children's independence over time.

Leadership and governance: Expected standard

Leaders and staff attend mandatory training to stay informed with any changes to the early years foundation stage to keep children safe. Leaders are also aware of their setting's strengths and areas for improvement. They reflect well to put in place appropriate targets and support for staff to build on their professional development. For example, some staff implement communication resources from training to support children with special educational needs and/or disabilities. However, staff do not consistently embed high-quality teaching to support children's overall development further, such as extending children's learning and giving them enough time to think and respond to staff's questions.

Leaders support staff's wellbeing well through offering regular check-ins and individual support. For example, leaders support staff returning to work and give time to apprentices to complete assignments. Staff comment positively on the setting and value the leaders' open communication and planned-in employee initiatives. Leaders and staff work closely with parents and carers, sharing updates on children's learning and any concerns to put in place possible referrals. They also share information and work well with the local schools to support positive transitions. Staff share reports and arrange visits for children to meet their new teachers. This supports continuity in care and education.