Kids Planet Prestwich Baby House

Inclusion: Expected standard

Leaders create an appropriately inclusive environment where children's individual needs are generally identified and supported effectively. Practitioners know children well and typically make suitable adaptations. For example, resources are positioned at floor level for children who need additional support with physical development, enabling them to access experiences alongside their peers.

Leaders and practitioners typically identify emerging developmental concerns and use the graduated approach to plan support. Communication and language assessments identify where children may need additional help, with strategies shared with parents to provide continuity at home. Leaders observe children and practitioners to review support, monitor children's progress and consider how learning from training is reflected in practice. Partnerships with families and external professionals are generally effective. For example, leaders work with parents and health visitors to monitor children's development and agree suitable next steps. Home-learning resources and books in children's home languages further support children's learning.

Leaders use additional funding to reduce identified barriers. For example, funding provides inclusive books and dolls that broaden children's experiences and representation. Overall, leaders typically identify barriers and make appropriate adaptations, enabling children with differing needs and starting points to access experiences alongside their peers.

Curriculum and teaching: Expected standard

Practitioners generally support children's language development purposefully. For example, when sharing books, they model sounds and words and respond to babies' babbling. During familiar stories and songs, practitioners pause to allow children to anticipate and respond. This supports children's developing communication, attention and understanding. Practitioners know children's starting points and generally use their knowledge of children's development to adapt teaching. For example, resources are positioned so that children developing their mobility can access experiences independently. Children crawl, climb, negotiate stairs and explore outdoors, supporting their physical development.

Leaders design a curriculum that appropriately prioritises children's communication and language, physical development, and personal, social and emotional development. Practitioners generally understand what they want children to learn and typically use play and routines effectively to support this.

Leaders understand that teaching is generally effective, but recognise where it can improve. Practitioners introduce early counting and descriptive language, but do not consistently build on natural opportunities to deepen learning. Opportunities for early mark making are also less evident. Consequently, although children typically develop appropriate knowledge and skills, interactions do not consistently extend their learning as fully as they could.

Achievement: Expected standard

Children typically make appropriate progress from their individual starting points and develop the knowledge and skills needed for their next stages of learning. Babies make appropriate progress in communication and language, increasingly expressing their needs and interests through babbling, gestures and words. For example, during familiar stories, children listen, anticipate what comes next and respond when practitioners pause, demonstrating developing communication, attention and understanding.

Children generally make appropriate progress in their physical development. They increasingly crawl and walk purposefully, negotiate steps and explore outdoors with confidence. Children who require additional support with their physical development are typically supported effectively, enabling them to participate alongside their peers and make progress from their individual starting points. Generally, children typically develop skills across the curriculum. Their developing communication, physical, social, and independence skills prepare them for the next stages of learning and development.

Behaviour, attitudes and establishing routines: Strong standard

Children develop secure relationships with practitioners and demonstrate consistently positive behaviour. Practitioners hold high expectations and reinforce them through calm explanations, gentle reminders and praise. When children need support to regulate their emotions, practitioners sensitively redirect them. Children respond positively, re-engage in their play and increasingly manage their emotions. This consistent approach helps children develop a secure understanding of expectations and self-regulation.

Well-established routines are embedded throughout the setting. For example, children recognise when it is time for snack, move to the appropriate area and independently locate their seats. They confidently follow familiar routines, including handwashing and mealtimes, and understand what happens next. As a result, transitions are calm, and children show increasing independence.

Children show consistently positive attitudes towards their experiences and demonstrate resilience when encountering challenges. For example, when building with bricks, children persist and return to rebuild when their towers fall. During familiar stories, children sustain their attention and anticipate what comes next. Practitioners' consistent modelling and clear expectations help children develop confidence and positive attitudes to learning.

Leaders prioritise attendance and welfare. They monitor attendance closely, identify patterns of absence and promptly follow up unexplained absences with families, maintaining effective oversight of children's welfare.

Children's welfare and wellbeing: Expected standard

Children typically receive warm and nurturing care and develop secure relationships with familiar practitioners. Babies confidently seek practitioners for reassurance and respond positively to cuddles, familiar songs and calm interactions. Practitioners generally recognise children's emotional cues and help them to settle, supporting their emotional security and wellbeing. Care routines typically reflect children's individual needs. Practitioners reassure children during sleep routines and supervise them appropriately during mealtimes. Feeding routines take account of children's ages, stages and individual dietary needs. Children are encouraged to participate in routines and feed themselves more independently. However, practitioners sometimes complete manageable tasks for children, limiting some opportunities to develop their independence.

Practitioners generally support children's physical development and recognise when children may need additional support. For example, children are encouraged to move independently, and resources are adapted so that those with emerging physical needs can access experiences safely. Practitioners demonstrate appropriate knowledge of children's health and safety. For example, they confidently explain how they would respond if a child was choking or showed signs of an allergic reaction.

Practitioners generally attend to children's personal care needs. However, opportunities to reinforce simple hygiene practices following coughing and sneezing are inconsistent. Consequently, children do not always receive consistent guidance to develop positive hygiene habits.

Leadership and governance: Expected standard

Leaders have built a positive, supportive culture. Practitioners speak positively about leaders and feel valued and supported. Leaders are approachable and consider practitioners' wellbeing and workload through regular supervision and ongoing support. This contributes to a stable environment where children benefit from familiar practitioners.

Leaders understand the needs of children and families and generally make decisions in their best interests, including for children with special educational needs and/or disabilities and those who face barriers to learning or wellbeing. They work closely with parents and external professionals to secure appropriate support. For example, leaders have secured funding for additional communication training for practitioners, to strengthen support for children who may benefit from alternative communication approaches.

Professional development is prioritised through regular training, supervision, observations and professional discussions. However, leaders do not consistently evaluate its impact. While some practitioners confidently explain how training has strengthened their practice, others are less able to show how they consistently translate learning into their everyday work with children. This variation is reflected in practice, including in the consistent reinforcement of hygiene expectations and how effectively opportunities for children to develop independence are maximised. As a result, leaders cannot yet be fully assured that learning from professional development is consistently embedded across the provision. Strengthening how leaders evaluate its impact will help ensure that training and supervision lead to greater consistency in practitioners' practice and positively impact children's experiences.