Kids Planet Prestbury

Inclusion: Expected standard

Partnership work is at the heart of the settings inclusive practise. The close collaboration between staff and parents supports children's progress. Most staff demonstrate a firm understanding of individual children's needs and the action they are taking to support progress, including where children have gaps in learning. Staff use observation and assessment well to monitor progress and to identify gaps. They offer additional support where required. Less knowledgeable staff know who to approach to support them in considering ways to adapt and support engagement. They follow the role modelling of more established and knowledgeable staff. This supports the progress of all children.

Leaders for special educational needs demonstrate enthusiasm and a desire to be appropriately informed so that they can support staff and children. They attend meetings and collaborate with other professionals, such as health visitors and speech therapists. They work closely with staff and parents to ensure there is a coordinated approach to support offered. Leaders discuss how any additional funding could be used if it was in place for individual children. Leaders are keen to support staff with specific training to help children make progress.

Curriculum and teaching: Expected standard

The curriculum is effectively designed to support all areas of learning. Staff make adaptations as needed to ensure that all children, including children with gaps in learning, can make steady progress. The curriculum has a clear focus on personal and social development and supporting language and communication. From an early age, staff introduce clear single words to help children to communicate. For example, staff say 'squeeze' as children squeeze sponges. Children, including those who speak English as an additional language, typically demonstrate proficient speech and communication for their age and stage.

Children benefit from activities that enhance their creativity, social skills and imagination. Staff skilfully engage with children to encourage their turn taking and sharing during play. Children learn to listen and share ideas with friends. They develop skills that will support future learning.

Children run, jump and balance as they join in activities that support physical development. Cookery sessions are planned to help children develop a secure knowledge of foods that are healthy. Staff plan opportunities to introduce mathematical concepts. Children talk about containers being full or empty. Older children learn to measure. They talk about items being long or short. Typically, teaching is effective. The setting is recently established and is working hard to embed high quality practice across a newly formed team. However, some staff show less confidence and knowledge of children's development. This means, their implementation of the curriculum is not consistently effective.

Achievement: Expected standard

Children, including children with gaps in their learning and those who speak English as an additional language (EAL), make steady progress across the 7 areas of learning. Younger children hear language modelled regularly. They are delighted to repeat the names of animals as they play. Children quickly progress to using two-word sentences. Older children demonstrate strong communication skills. They recall past adventures with friends and listen to each other as they turn take in conversation.

Children become increasingly able to collaborate with their peers. Preschool children are skilled negotiators. They work together to set up chairs to make a minibus. Their strong social skills will support them in future learning. Children demonstrate a 'can-do' attitude. They show high levels of perseverance and concentration as they carefully scoop food onto their plate at lunch. Children are delighted with their growing independence. They develop a positive self esteem and a good attitude to learning.

All children make steady progress from their starting points. Where children have gaps in learning, these gaps typically close, and children make progress alongside their peers. Children are well prepared for their next stage of learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have developed a welcoming setting. Children copy the kind and considerate behaviours that are consistently demonstrated by staff.

Staff consider each child's current ability when setting expectations. For example, they use visual aids and signs to support children with less language. Staff help older children to think and make choices. They encourage children look at the weather when deciding if a coat is needed to play outside. Leaders encourage staff to be respectful of children. They remind them to wait for children to finish activities before completing care tasks.

Staff and children develop relationships that are happy and trusting. Staff working with babies pay close attention to children's current routines, likes and dislikes. They talk with parents/carers to ensure the settling in processes consider children's current experiences and needs. All children settle well. They are happy in the care of the kind staff.

Leaders work flexibly with parents to prioritise and support good attendance. Children typically attend regularly. This helps children to get maximum benefit from the setting.

Leaders identified that some transitions needed action and have made some adjustments. For example, changes have been made to reduce the time children wait before moving to outdoor play. This has helped children to remain engaged during these times.

Children's welfare and wellbeing: Expected standard

Leaders have embedded a secure key-person system. Children demonstrate secure relationships with their key person and other staff who care for them. Staff talk confidently about children's likes and dislikes. They know what comforter to offer when children are tired or going to sleep.

Leaders and staff work in close partnership with parents to support children's wellbeing and progress. Activity bags are provided for parents and children to enjoy at home. Parents comment on how much they and their children enjoy sharing stories from the settings book lending library. Children benefit from a consistent approach.

Children show secure skills of independence. Young children are supported to use a spoon to eat their meals. Pre-school children help set up the table for lunch and independently serve their own food. Children learn to manage appropriate risks. For example, how to negotiate steps safely. Staff generally help children to consider their emotions as they play. For example, they ask children how they feel when their friends share resources or when they have to wait their turn. This helps children to recognise and express their emotions.

A consistent routine is in place and is generally effective. However, managers have identified that some transition times are less effective, and they are working with staff to support these times. Strong partnership with parents helps staff to gather important information about children's individual needs. Staff discuss babies' stage of weaning with parents and care is taken to ensure this remains consistent between the setting and home.

Leadership and governance: Expected standard

Leaders acknowledge the setting is recently established and staff skills differ due to levels of knowledge, skills and experience. They have ambitious plans for supporting practice that leads to continual progress. This includes coaching and modelling from more experienced staff, alongside regular training. However, supervision is not yet effective in helping leaders assess how staff use new information to improve their practice. Leaders do not monitor the skills and knowledge of all staff precisely enough to embed consistently high quality teaching across the provision. Leaders have worked hard in a short time to make staff feel secure and staff report that they feel well supported and valued. There are robust systems in place for safer recruitment.

Leaders know the families attending and secure partnerships with parents are a strength. They understand the importance of this in offering appropriate care and learning. Leaders ensure that resources are available so families can easily replicate learning at home. For example, outdoor learning bags are available for families to take. Recipe cards are sent home so families can re-create healthy foods that their children enjoy. Continuing learning at home is firmly embedded in the teaching and the curriculum offered.

Leaders typically demonstrate their ability to correctly identify the strengths of the setting and any areas for improvement. They are currently working with staff to make transitions more effective and have already noted some positive results.