Kids Planet Penrith

Inclusion: Expected standard

Leaders demonstrate their commitment to ensuring inclusive practice for all children. They consider children individually and make adaptations to their curriculum to best support each child in their care. For instance, outdoor equipment is bought and a sports coach is used to support children to extend physical development opportunities. Children's needs are met, including those with special educational needs and/or disabilities (SEND) and those known, or previously known, to children's social care. Leaders ensure funding is used to invest in a range of resources to promote children's learning and wellbeing. For example, sensory toys are bought to support those who benefit from sensory feedback. Leaders are quick to identify children's individual needs through clear assessment processes. These are typically understood by staff. However, additional training would further strengthen staff confidence.

Staff work closely with families. Leaders work with a range of experts to develop personalised support, particularly for those children with SEND and those known, or previously known, to children's social care. Staff regularly review plans with parents and external professionals, so support remains focused. Staff know each child's next steps well and adapt activities so that children can take part and succeed. This builds harmonious relationships that put the children at the heart of all they do. For example, babies enjoy exploring petals in coloured water and repeat single words such as 'pour' and 'petal'.

Curriculum and teaching: Expected standard

Leaders provide an ambitious curriculum that supports children's learning across all areas. Staff use accurate assessments of what each child already knows and can do to support learning effectively. They create next steps and share these with parents, and this ensures children, including those with special educational needs and/or disabilities and those known, or previously known, to children's social care, progress well. Staff follow children's interests well, having a deep understanding of what piques their curiosity.

Staff sequence the mathematics curriculum well. Babies have early experiences of mathematical concepts, for example counting to 3 as they add objects on a pole. Books are plentiful across the setting and support all areas of learning. Children are excited to listen to stories and have a clear love for reading. For example, a child asks for a book they have been learning about, and children gather to listen from their play. Children benefit from a sports coach who engages them positively in building their physical development. Leaders and staff create a rich environment where children engage in activities that enable them to explore their independent learning.

Staff prioritise supporting children's personal, social and emotional development through interactions and activities. They support children's communication and language through regular conversations, questioning and modelling. For example, children play a card game, matching colours, numbers or symbols, and staff support both their language and mathematical skills.

Achievement: Expected standard

Children thrive in a nurturing environment where they feel safe and valued. Children, including those with gaps in their development, those known, or previously known, to children's social care or those with special educational needs and/or disabilities, progress steadily. Children gain confidence in making their own choices about their play with age-appropriate resources. Their language and communication skills progress clearly in a language-rich environment. For example, the youngest children are encouraged to use words such as 'pour' and 'fill' in water play. Older children express their needs and feelings with increasing confidence.

Babies are curious and keen to explore their environment. For example, they take turns posting hoops on a pole, supporting turn-taking and physical development. Children gain skills for the future, such as independence. Older children serve their own food at lunch and begin to manage their self-care. For example, children wash their hands before lunch and use a knife and fork to eat, supporting readiness for school.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have embedded a calm environment where children thrive and achieve. The whole staff team has high expectations of children's behaviour and attitudes to learning. Leaders quickly identify patterns of non-attendance, acting swiftly in collaboration with parents to address this. This decisive approach supports a strong foundation for regular attendance as children move on to school.

Leaders set up environments and resources to encourage children to explore, try new things and take measured risks in a safe and supportive way. Children receive generous praise from staff in recognition for the positive behaviours they display. Staff recognise children's age and stage of development both when considering their expectations and through their planning.

Staff develop nurturing relationships with children, helping them to confidently follow the consistent routines. Children develop clear bonds with adults and learn how to interact and play alongside others. Staff are positive role models and, as a result, children demonstrate excellent behaviour and have a strong sense of belonging. For instance, they politely include new adults in their play by saying, 'Excuse me, what is your name?', and sharing their learning. They have positive attitudes to learning and, with the ongoing support of staff, children show high levels of perseverance. When children encounter problems, they tackle them both independently and together as a team.

Children's welfare and wellbeing: Expected standard

An effective key-person system is in place. Staff have a caring approach towards children, which helps them to feel safe and secure. Staff build positive relationships with children and families. They are responsive to the children's care needs and ensure they are readily available to support their emotional wellbeing. Staff work closely with parents and carers to align routines from home and offer support with eating routines, toilet training and sleep patterns. Staff use visual prompts for children with special educational needs and/or disabilities to share what is next in their day.

Careful consideration is given to settling children. Staff make every effort to give them a calm and positive early experience. For example, if children become upset at separation, staff offer cuddles. Staff support children's emotional well-being by offering reassurance and helping them to begin to recognise and express their feelings. Parents express confidence in their child's staff, noting they understand their child's routines, preferences and needs. Staff promote personal safety in their routines, and children respond positively to this, particularly when accessing play outside. Children build on their physical development as they build with small blocks and use pencils to write letters.

Leaders and staff promote healthy lifestyles for children and recognise the importance of this. Children's allergens and dietary needs are managed effectively. For example, children have different coloured plates and individualised place settings with details of their allergens and how to manage these if accessed.

Leadership and governance: Expected standard

The new leadership team has a clear understanding of the setting's strengths and priorities for improvement following a recent acquisition. Leaders have a clear plan to improve training and development needs across the staff team to gain consistency. They work alongside well-established staff to ensure that they maintain high standards of education and care. Leaders offer a variety of support to staff to ensure they can manage their workload, wellbeing and mental health. Staff feel comfortable to speak with leaders and feel valued in their roles. They talk positively about a range of professional development opportunities offered through a new platform.

Leaders are passionate about providing safe and engaging environments where all children can achieve. They foster collaboration among staff, parents and external professionals and make positive links within their local authority team. Leaders and staff also receive support from the wider Kids Planet staff team. This support helps to ensure all children thrive, including those with special educational needs and/or disabilities and those known, or previously known, to children's social care.

Leaders and staff support parents to continue their children's successful learning and development at home. For example, staff share next steps and ideas for home learning, which are then shared back with the setting.