Kids Planet Moseley

Inclusion: Expected standard

Leaders and staff identify the emerging needs of children quickly. They use assessment effectively to measure where there are gaps in children's development. Leaders and staff work closely with parents and carers, and other professionals, to implement support for children from the earliest opportunity. For example, where children with special educational needs and/or disabilities (SEND) move from other settings, leaders liaise with them directly. They find out specific information about children's needs, so that there is a smooth transition for them. Leaders draw on the expertise of local SEND teams, so that they incorporate the most appropriate support for children. Those who take the lead on inclusion at the nursery, provide support for staff so that they have the information they need about children to meet their individual needs. Leaders help staff to implement strategies that help children to make progress.

Leaders ensure additional funding is used in the most effective way to support children. For example, they identify what helps children to engage in learning and purchase further resources for them. Staff stay close to older children who are new to the nursery, as they become familiar with their new environment. They adapt routines so that all children can be included. For example, some children sit down for meals later than others. This reduces the time they are expected to sit and wait.

Curriculum and teaching: Expected standard

Leaders have a clear idea of what they want children to learn. They design a curriculum that is sequenced across the nursery so that children build on what they know and can do. Leaders have identified that there are some inconsistencies in staff practice and are starting to address this. Children experience purposeful interactions with staff during focused activities. At these times children hear new words and have opportunities to practise skills they have previously learned. However, during times of free play staff are less focused on interacting with children to extend their learning. Staff tend to supervise children at these times rather than engage them in meaningful interaction. As a result, the opportunities for teaching children are not fully maximised.

Children develop a love of books. From a very young age, children show an interest in sharing stories. They have favourite books which they take to staff for them to read. Children show interest as they listen to stories and follow pictures in books. Older children begin to develop the skills they will need for school. Staff provide sponges in water with a variety of tools. Children squeeze sponges using juicers. This develops the coordination and strength in their hands which they will need for writing later on.

Achievement: Expected standard

Children make steady progress from their starting points. Those with special educational needs and/or disabilities and those who are known to social care, gain the skills they need to progress to the next stage in their education. Staff plan learning opportunities that all children can take part in. This ensures all children across the nursery build on their existing skills.

Children develop their communication and language skills. Babies hear rhymes and songs as staff soothe them when they are upset. Older children enjoy reading stories. They learn about characters in books and begin to understand that text has meaning. Developing children's independence is a focus in the nursery. Children gain increasing independence over time. They learn to use cutlery independently to feed themselves. As they progress through the nursery, they learn to serve their own meals. This helps them to develop the control and confidence they need for their move to school.

Behaviour, attitudes and establishing routines: Expected standard

Children generally follow routines well. They line up to wash their hands before meals and then sit at tables ready to eat. They show that they are familiar and confident with these routines. Older children learn to take turns as they pass trays around at mealtimes and serve themselves. Children show patience and cooperation at these times. Staff understand that some children, such as those with special educational needs and/or disabilities, require flexibility within the routines. For example, they recognise that some children struggle to sit for extended periods and encourage them to join their friends at the table once the food is ready for serving.

Staff are gentle and caring with children. They remind children of behaviour expectations, providing support for them to understand why certain rules are in place. Children respond well to this and learn to share resources with others. Children are praised during play. This encourages repeated positive behaviours. Children show enjoyment at these times. Generally, staff develop warm and affectionate relationships with children. They provide comfort when they are upset and learn about their interests. Over time, this helps children to develop a sense of security. Children develop positive relationships with one another, inviting others into their play and forming friendships. They are beginning to develop positive attitudes to their learning. During focused activities, children show interest and engage in the experiences on offer. Regular attendance helps children to benefit from consistent learning opportunities.

Children's welfare and wellbeing: Needs attention

The key-person system does not effectively support children's wellbeing and welfare. Leaders do not ensure that staff understand who the key person is for all children. Consequently, some children who are new to the nursery are not able to build important, early attachments with designated staff. Additionally, when staff move across rooms, the transition from one key person to another is not performed smoothly. Staff are unsure of who has taken on the role of key person for some children. This can be disrupting, particularly for babies. Staff do show care towards children and give them cuddles and comfort when they are upset.

Leaders have taken action to improve hygiene procedures in the nursery, however, more needs to be done to ensure hygiene practices are followed consistently. For example, children walk around with comforters that are accessed by other children, and staff sometimes do not make sure children wash their hands after wiping their nose.

Children have opportunities to be active daily and learn how to keep their bodies healthy. They learn how exercise affects their body and how to calm themselves down. Staff provide quiet areas for children to rest and generally adapt routines to fit with sleep patterns at home. There are times however, when children wake from sleeping and are immediately placed at the table to eat. Staff do not always recognise that children need extra time to come around when they wake up. This causes upset, particularly to babies who require further comfort upon waking. Children with special educational needs and/or disabilities are supported well and learn to manage their own personal care needs independently.

Leadership and governance: Needs attention

Leaders have a broad awareness of the nursery strengths and where improvement is needed. They largely focus on the right areas for improvement. Staff have access to regular professional development opportunities. Leaders' evaluation of practice, although generally accurate, does not always fully consider how to support staff to improve so that practice is of consistently high quality across the nursery. Systems to monitor the impact of training do not yet successfully secure improvement to ensure children receive sustained high quality teaching. Additionally, leaders have not ensured that the key-person system fully supports the development of secure attachments, particularly for babies. This impacts on their early experiences and does not promote their wellbeing effectively.

Leaders develop positive relationships with staff, parents and carers. Parents comment positively on the care their children receive and the progress they make over time. Parents of children who face barriers to their learning appreciate the support they have received as a whole family unit. Leaders have suitable arrangements in place to ensure children with special educational needs and/or disabilities receive the right support as early as possible. Staff feel supported by leaders and find their workload manageable.