Kids Planet North Wingfield

Inclusion: Expected standard

Most children who are disadvantaged and those with special educational needs and/or disabilities progress rapidly in their learning and development. Staff who work with older children work tirelessly to ensure these children's needs are met extremely well. They actively support these children in their transition to the next stage of learning, such as school. Not all staff are consistent in supporting younger children with learning barriers effectively.

Leaders are very proactive in evaluating the impact that any additional funding has on the range of experiences for children with barriers to their learning. They ensure staff observe children during play and purposeful activities to help identify any emerging needs. Leaders quickly seek any additional support and guidance. They, along with the staff, work well with other early years professionals and families to ensure the best outcomes for children.

Curriculum and teaching: Expected standard

Leaders have a strong understanding of what they want the children to learn and how their ambitious curriculum is implemented. Staff plan exciting and interesting activities and experiences that are purposeful and well focused to support children's learning. Some staff do not ensure that all children, including those with barriers to their learning, receive the most effective teaching, interaction and engagement. At such times, they do not fully extend children's learning. This is particularly noticeable with staff working with younger children. Sometimes, for example, during outdoor play, staff do not engage children in purposeful experiences to keep them focused and to extend their learning.

Mathematical development is threaded effectively through all children's learning across the nursery, with a particular emphasis on the mathematical language used. Staff teach babies new words, such as 'more' and 'fill', as they use spoons to scoop up water. Some staff who work with toddlers enthusiastically teach children positional language. For example, staff tell a story about a bear and use words such as 'under' and 'through'. Children copy staff during the interactive story as they look for a pretend bear. Staff teach older children and help them to consolidate their learning during daily routines. They encourage children to independently count out the number of seats, plates and cutlery required for their friends as they prepare the table for lunch.

Achievement: Expected standard

Over time, most children achieve well in their learning and development across the 7 areas of learning. Some children with barriers to their learning typically receive the support they need to achieve well from their starting points. Overall, children demonstrate growing resilience and exploration during their play. They are gaining important skills that prepare them for the next stage in their learning and for their eventual move to school. Older children, for example, demonstrate their independence skills, such as washing their hands and using jugs to pour water into open cups without spillage. Children receiving support to develop their mobility skills are now able to walk around the room and independently manage various different surface levels outside. Younger children and babies adhere to and have a secure understanding of the importance of good hygiene routines.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and all staff create a harmonious learning environment for all children. They are positive role models for children, parents and visitors. Children's self-esteem and confidence are high, and they have a very positive attitude to their learning. Children behave very well. Staff give a significant amount of focus to caring, sharing and being kind to one another. They calmly intervene during children's minor disagreements according to their age and understanding. Staff gently remind children of the nursery's rules. Children quickly settle back into their play as they learn about the high expectations for behaviour set by the staff. Older children demonstrate their clear understanding of behavioural expectations during the fire-pit activity. They listen intently and follow the clear instructions to ensure their own and their friends' safety.

Leaders and staff work very closely with parents to highlight the importance of children's attendance in developing appropriate routines for their education. There are very clear processes in place to follow up any child absences. Clear and well-embedded routines are in place, such as encouraging children to help tidy away their toys before lunch. Older children carry out this task with enthusiasm, as this actively fosters their understanding of respecting their environment.

Children's welfare and wellbeing: Strong standard

Leaders and staff ensure that children's wellbeing and welfare are meticulously supported. They are sensitive and thoughtful and ensure individualised care routines are fully respected. The key-person role is highly effective. Staff are quickly responsive to offering comfort and reassurance to all children. Children quickly build close and trusting relationships with their key person. They openly give and receive cuddles from staff and enjoy joining in with their play. Leaders and staff quickly adapt routines to accommodate the needs of all children, including those with special educational needs and/or disabilities and those who face other barriers to their learning. For example, when children become unexpectedly unwell, staff immediately and highly effectively carry out first-aid treatment. They also provide additional medical care without hesitation. Other staff encourage children to remain focused on some quieter activities, to reassure them in a calm, safe and relaxing environment.

Children from a young age develop impressive independence skills. For example, staff support babies in recognising their facial features by guiding them to use a soft wipe to wash their own face or a tissue to clean their nose. Leaders and staff make sure that children are provided with well-resourced outdoor spaces to support their physical wellbeing, including a forest-school area and a new separate baby area. Babies demonstrate how safe they feel as they explore their new environment with extreme confidence.

Leadership and governance: Strong standard

Leadership is highly effective. Leaders have a very clear vision of what they want children to achieve and how best to do this, involving an effective staff team, families and other professionals. Leaders work diligently towards ensuring staff remain focused and strive to adhere to the high expectations and continuous improvement for the best outcomes for children. They quickly identify areas for improvement and take swift action from their observations of staff practice to support staff in reducing barriers to children's learning.

Leaders are very reflective and approachable. They recognise that highly effective teaching is not yet fully embedded across the whole staff team. Leaders encourage staff to share best practice and, following training, share their new knowledge and skills with their colleagues. Staff comment that they feel very supported through attending regular staff meetings, supervision sessions and a manageable workload. Children benefit from this positive working culture.

Leaders and staff clearly understand the importance of working with families and other early years professionals. They ensure that up-to-date and highly reflective information is shared with professionals effectively. This supports smoother transitions for children between rooms in the nursery and for their eventual move on to school. Parents' written comments are highly complimentary about the nursery. They comment that staff have supported them with their children's language and social development and that their children have developed in confidence.