Kids Planet Rope Green Farm

Inclusion: Strong standard

Leaders have high ambitions for all children. They demonstrate a deep commitment to inclusion and warmly embrace the individuality of every child in their setting. Leaders and staff are highly skilled in identifying and assessing children who may face additional barriers to their learning. They rigorously monitor each child's progress, giving particular attention to those who require additional support. Leaders make a demonstrable difference to the experiences they offer children and put targeted reasonable adjustments into place to ensure that any gaps in learning close quickly. For example, they implement smaller group times to support children's concentration and listening skills. They embed visual aids and Makaton for all children to support their communication skills. In addition, they have reflected and adapted attendance times to meet the needs of children who may struggle at busier periods of the day. Adaptations are skilfully applied and differentiated for each individual child so that they make a sustained difference to children's learning and development.

Leaders use any extra funding purposefully to improve outcomes for children. They tailor the use of funding to support children's individual learning needs. Leaders regularly monitor the impact, and use, of additional funding and check on the impact it is having on the children's progress. Strong partnerships with parents and professionals, such as local authority Early Years teams, speech and language therapists and social workers ensure that all children receive timely, well-coordinated support, helping to remove barriers to learning from the very start.

Curriculum and teaching: Expected standard

Leaders provide an ambitious curriculum which typically builds on children's knowledge and skills. They know monitor children's progress regularly and plan focused next steps. For example, younger children practice developing their scooping skills in their play to support them with their feeding skills. Older children learn about life cycles, following on from their love of insects. Children make continual progress from their starting points across the curriculum.

The curriculum for children's communication and language is a particular strength. Children develop a love for books and rhymes. Babies smile as they join in with the actions and key phrases of familiar songs. Furthermore, staff use sign language to ensure all children are included in being able to communicate their needs. For example, at snack time, children sign 'more please'. Staff adapt teaching in the moment effectively for children who may face barriers to their learning or have special educational needs and/or disabilities. Staff interactions are positive. However, on some occasions, the quality of interactions could be strengthened further to provide children with more time to deepen and extend their thinking more effectively.

In mathematics, staff provide opportunities for children to develop their number and counting skills within daily routines. For example, at mealtimes, older children count how many scoops of food they put on their plate. Opportunities to extend children's mathematical vocabulary and understanding of shape and measure are less consistently evident. Strengthening these aspects would deepen children's thinking and broaden their mathematical knowledge developed through everyday experiences.

Achievement: Expected standard

Children develop and achieve well as they access a well-sequenced curriculum that prepares them for their next stage in learning. They demonstrate good independence skills from an early age. For example, children pour their own drinks and self-serve their own meals. These are key skills they will need for the future. Children typically develop their physical skills. For example, babies practice walking over bridges with support. Toddlers develop their fine-motor skills by ripping leaves. Older children develop their hand muscle skills as they snip paper using scissors. Children build strength, coordination, and control, supporting their overall physical development.

All children, including those who may face barriers to their learning and those with special educational needs and/or disabilities, make progress from their individual starting points. Children show a love to explore in their play. For example, older children are curious about the insects they find in the garden. They ask questions to extend their own learning about 'woodlice'. Children typically show positive attitudes towards their learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders promote secure relationships between practitioners and children. They support children to develop positive behaviour and children typically display positive attitudes to each other and their learning. Children are motivated and absorbed in meaningful learning experiences. They work collaboratively in their play to achieve goals.

Leaders ensure the key-person system is well embedded. Staff generally know each child in their care well and support them to settle into their play. Staff are wonderful role models who are kind and caring towards children. They offer an abundance of praise to recognise children's achievements. Children burst with pride as they receive a 'helper badge' for being brave and kind. They explain why they have received that badge to others and support their friends at mealtimes. Children celebrate their own success and achievements. This helps them to develop a sense of belonging.

Leaders promote the importance of attendance and monitor it closely for all children. They have procedures in place to follow up on any absences to support consistent routines and continuity in children's learning and care. Leaders make thoughtful adjustments for children to ensure they access their full entitlement of funding. The inclusive approaches they provide ensure that children with additional needs or those who may face barriers to learning are supported to access routines and expectations alongside their peers.

Children's welfare and wellbeing: Expected standard

Staff provide a welcoming environment where children feel happy. Children show they feel safe and seek out staff when they need comfort or reassurance. This promotes children's emotional security. Staff are sensitive to children's individual needs and support children to recognise their feelings. This helps children to develop an understanding of how to regulate their emotions and express themselves.

Staff provide opportunities for all children to visit their local community and explore how to keep themselves safe. Children are very aware of their own personal safety and the safety of others. For example, children explain they wear helmets when they ride their bike outside to keep themselves safe. Leaders are aware of the importance of reduced screen time and oral health for children. They provide opportunities for children to learn about good oral health and the importance of exercise in the curriculum. Children join in with physical games outside to keep physically active. Leaders provide nutritionally balanced meals and ensure children have access to daily fresh drinking water. Children show a growing awareness of the importance of keeping their bodies healthy. They explain the importance of staying hydrated in the hot weather.

Staff demonstrate an understanding of safer sleep, feeding and weaning. This enables them to support children and guide parents and carers. Mealtimes are typically organised well; staff carefully follow procedures and consider the dietary requirements and allergies of children. This helps to keep children safe at mealtimes.

Leadership and governance: Expected standard

Leaders are passionate about providing high-quality care where all children and families thrive. They are reflective practitioners who recognise the strengths and areas for development in the setting and act quickly to constantly drive improvement. Leaders generally have developed secure relationships with professionals, parents and carers which is a real strength of the setting. They typically share information about children's development and provide ideas to support learning at home. This helps to maintain continuity between the setting and home. They work closely with professionals to ensure that all children receive the right targeted support and continue to make steady progress in their learning.

Staff report they are generally well supported in their roles by the leaders and describe a positive workload where they feel valued. Leaders typically have oversight of the skills and development of staff and provide tailored professional development action plans to continuously improve their skills. For example, staff have recently completed training to strengthen their understanding of child development holistically. Leaders regularly review practice and use supervision and team meetings to guide improvement. They recognise staff who may need additional support and put extra guidance in place.