Kids Planet Old Stables

Inclusion: Expected standard

Leaders have created an inclusive culture where children and families receive the support they need to help every child thrive. Staff know children well and identify emerging needs early. They work closely with parents to assess children's development, agree appropriate support and regularly review the impact of strategies as children's needs change. This helps staff reduce barriers to children's learning, development and wellbeing.

Children with special educational needs and/or disabilities receive tailored support that reflects their individual strengths and needs. Staff work closely with parents and other professionals to identify children's starting points, implement agreed strategies and review the impact of support as children's needs develop. For example, staff adapt transition arrangements to meet children's individual needs, introducing visits gradually and adjusting the pace as children become more confident. They adapt activities, routines and the learning environment to help children access learning alongside their peers. Consequently, children typically build confidence, overcome barriers to learning and make progress from their starting points.

Leaders use additional funding appropriately to provide resources and experiences that reflect children's individual needs and interests. Staff ensure children who are disadvantaged, those known to children's social care and other children facing barriers to learning or wellbeing receive the support they need to access the curriculum successfully. As a result, children feel included, valued and ready to learn.

Curriculum and teaching: Expected standard

Staff deliver a broad curriculum that builds progressively on what children know and can do across all areas of the early years foundation stage. They use their knowledge of children's interests, developmental stage and next steps to plan learning that builds on children's curiosity and promotes continued progress. Assessment informs teaching effectively. Staff use their knowledge of children's starting points and next steps to adapt learning, providing the right level of support and challenge as children make progress. For example, staff build learning around children's chosen story, 'The Snail and the Whale'. They use sensory experiences and mathematical language, such as 'fast', 'slow', 'heavy' and 'light', to extend children's vocabulary and understanding. This enables children to develop a secure foundation for future learning across the curriculum.

Staff use purposeful interactions to extend children's communication, language and thinking. They encourage children to solve problems, introduce new vocabulary and build on children's ideas through play and everyday learning. Teaching builds progressively as children move through the setting. For example, babies strengthen their physical skills as they explore playdough using their hands. Older children develop greater control as they paint using a range of tools. Staff adapt activities and the learning environment so that children with special educational needs and/or disabilities, and those facing barriers to learning, can access the curriculum alongside their peers. However, staff do not consistently engage quieter or less engaged children in discussions that extend their thinking. Consequently, some children do not benefit from consistently high-quality teaching that extends their learning.

Achievement: Expected standard

Children generally develop the knowledge and skills expected for their age and stage across all areas of the early years foundation stage. They communicate confidently, become increasingly independent and apply what they have learned during play and everyday experiences. Children strengthen their physical skills through a wide range of activities and become more confident in exploring, solving problems, and trying new things. This helps children typically build securely on their learning as they continue making progress.

Children with special educational needs and/or disabilities, those who are disadvantaged and children facing barriers to learning achieve well from their starting points. Staff provide the support they need to access the curriculum alongside their peers. Children build the knowledge, skills and confidence needed for the next stage in their learning. They develop secure foundations in communication, independence and self-care. This prepares them well for moving between rooms and, where appropriate, starting school.

Behaviour, attitudes and establishing routines: Strong standard

Staff establish high expectations for children's behaviour and establish consistent routines that help children understand what is expected of them from an early age. Leaders ensure that these expectations and routines are embedded across the setting. For example, toddlers confidently prepare for sleep by independently finding their own beds and settling quickly with very few reminders from staff. Children quickly learn what is expected of them and confidently manage well-established routines throughout the day.

Behaviour is a strength of the setting. Staff use calm, consistent approaches that reflect children's age, stage of development and individual needs. They work closely with parents when changes in children's behaviour are identified, agreeing consistent strategies that are reviewed regularly to help children understand expectations and manage their emotions. This helps children regulate their behaviour, develop confidence and participate successfully alongside their peers.

Children show positive attitudes to learning. They become absorbed in activities, listen carefully and eagerly join in. Older children willingly help prepare the sports session by carrying cones and equipment before confidently taking turns and following instructions. Staff encourage children to persevere and recognise their achievements. Consequently, children develop confidence, responsibility and resilience in their learning.

Leaders monitor attendance through the setting's online platform, review patterns and work closely with parents where needed to promote regular attendance and continuity in learning.

Children's welfare and wellbeing: Expected standard

Children generally develop an understanding of how to keep themselves healthy and safe. During periods of warm weather, they confidently seek shade, drink water regularly and know why they need to wear sun cream. Children readily ask adults whether they have applied sun cream before going outdoors, demonstrating their growing understanding of how to keep themselves and others safe. Staff adapt daily routines and experiences, so children continue to enjoy their learning safely.

Staff promote healthy lifestyles throughout the day. Staff work closely with parents to support babies as they begin weaning, following individual routines and introducing new foods at a pace suited to each child's needs. Older babies are supported to feed themselves, with staff providing hand-over-hand support where appropriate to develop their confidence and independence. Older children independently scrape their bowls after mealtimes in preparation for school. Staff promote children's self-care skills through everyday routines. For example, children confidently wash their hands before meals and explain why this helps keep them healthy.

Leaders prioritise children's welfare and wellbeing and have appropriate systems in place to support this. Staff know children well and respond sensitively to their individual needs. They adapt their support to reflect children's age, stage of development and personal circumstances. For example, staff provide additional reassurance and adapt transition arrangements to help children settle confidently into new rooms and routines. As a result, children typically feel emotionally secure and develop the confidence and independence to manage their own wellbeing.

Leadership and governance: Needs attention

Leaders have not ensured that staffing arrangements consistently meet the statutory qualification requirements. They have not maintained effective oversight to ensure qualification requirements are consistently met throughout the day. This weakness limits leaders' ability to demonstrate that staffing arrangements are consistently robust. However, this did not have an impact on children's safety, wellbeing or development during the inspection.

Leaders understand the setting's strengths and areas for development. They have identified appropriate priorities and are taking action to improve children's experiences. For example, leaders have enhanced the learning environment and strengthened security arrangements in response to the needs of children and families.

Leaders promote staff wellbeing through regular supervision, ongoing support and consideration of individual circumstances. They provide tailored support for staff who require additional help. Furthermore, mandatory training, induction and coaching continue to develop staff's knowledge and confidence. Leaders have strengthened partnerships with parents, sharing information regularly about children's learning, development and wellbeing. Leaders work with teachers from local schools to support children's transitions and help ensure continuity in learning and development.