Kids Planet Somers House

Inclusion: Expected standard

Leaders and staff include all children, including those who face barriers to their learning and those with special educational needs and/or disabilities. They work alongside external agencies and parents to identify appropriate support. This means that children typically have access to an inclusive learning environment. Staff use ongoing observations and assessments to effectively identify children's current needs and what children need to be learning next. They provide additional support for those children who are at risk of falling behind. This approach helps to ensure that children's emotional wellbeing is high and that they make progress in their learning.

Leaders promptly access any additional funding that children may be entitled to and use this to make the most impact on children's development and learning needs. For example, funding is used to enhance staff ratios. This enables staff to provide one-to-one and small-group interventions for children who would most benefit. Typically, staff use early intervention strategies to support children's communication and language development. However, this has yet to be consistently embedded to help children make the swift progress in their development that they are capable of. Despite this, children across the setting do receive some early intervention which helps them to make progress and help to reduce the barriers to their learning.

Curriculum and teaching: Expected standard

Leaders have established a curriculum that is focused on building children's skills and knowledge across all the areas of learning. They provide children with a wealth of experiences that inspires their curiosity and builds on their emerging interests. Staff use regular observations to assess children's progress to identify children's existing knowledge and what they need to learn next. Generally, staff adapt their teaching to meet children's individual needs, including those children who may face barriers to their learning, such as children with special educational needs and/or disabilities.

Children are articulate and talk confidently with their friends and staff. Staff plan activities with children and are mostly aware of what it is they want children to achieve. However, this is not consistent, and, at times, not all staff interact with children to the same level during some adult-led activities. Leaders are aware of this and have identified further training for staff to further develop their skills.

Children have constant access to areas which help develop their physical skills and further their knowledge about the benefits of a healthy lifestyle, such as the importance of a well-balanced diet and why and how to look after their teeth.

Achievement: Expected standard

Children demonstrate their independence in their self-care skills. Babies feed themselves and older children set table places for other children and serve their own food. All children typically make progress from their starting points, including children who face barriers to their learning. Children are confident communicators and enjoy the conversations that they have with each other and the staff. They are eager to take part in all activities. Babies are beginning to develop their spatial awareness as they navigate activities and obstacles. Older children squeal with delight as they look for 'treasure' in the sand and jump into the soft play area.

Children with special educational needs and/or disabilities typically receive the support needed to help them achieve. They demonstrate their delight as they enjoy playing in quieter areas of the setting. This helps them to feel less overwhelmed, build on their confidence and benefit from working and playing in smaller groups.

Behaviour, attitudes and establishing routines: Strong standard

Positive relationships between staff and children are a significant strength of the setting. Staff know children very well and provide loving, responsive interactions that help children to feel emotionally supported, safe and secure. Leaders have established a highly nurturing environment where expectations for children's behaviour are clear, consistent and well understood by both children and staff.

Leaders take supportive action to promote good attendance. They work proactively with families when children do not attend. For example, leaders and staff make prompt calls when children do not arrive at the expected time. They work with families to reduce barriers to attendance. This helps to ensure that children attend regularly and on time. Consequently, children benefit consistently from the rich-learning opportunities on offer and settle quickly into routines.

Purposeful conversations and thoughtfully planned activities help children to understand and recognise their feelings. Children are beginning to develop empathy and show an awareness of other children's feelings. They listen attentively to when adults and other children talk during circle time activities. Children are beginning to understand that they have to wait and take turns. Staff are excellent role models, showing an extremely high level of dedication, personalised care and respect for children. They work collaboratively as a team which positively influences the way children behave both with each other and with the environment.

Children are polite, kind and very well behaved. This contributes to the calm and joyful atmosphere within the setting. Children have very high levels of concentration and a strong 'I can do it' attitude. Children who face barriers to their learning or are at different ages and stages of development have adaptations to expectations, which means that all children benefit consistently from the rich-learning opportunities on offer.

Children's welfare and wellbeing: Strong standard

Children's emotional wellbeing and security are at the heart of the setting. Children learn and develop in a setting that is safe, calm and welcoming. This helps children to settle quickly and develop a strong sense of belonging and security. Staff take the time to get to know children, and they do this extremely well. They respond sensitively to children's unique needs, including children who face barriers to their learning. When needed, staff provide children with reassurance, close support or different spaces in which to learn.

Healthy habits are embedded throughout the day. Children manage self-care routines and independently toilet and wash their hands. They learn about nutritious food choices that reflect a broad and balanced diet and reflect a variety of different backgrounds. Independence is a clear focus throughout the setting. This is evident in children's growing self-care skills, positive attitudes, and confidence in managing daily routines.

Sleeping children are safe. They are physically checked throughout their nap times. Staff maintain an extremely high standard of care for children who are asleep. All staff throughout the setting have training on how to manage children's allergies, dietary and medical needs. They have a thorough understanding of how to manage babies weaning needs and how to ensure that mealtimes are free from choking hazards or contamination risks. This is achieved through meticulous and attentive supervision and stringent hygiene standards.

Leadership and governance: Strong standard

Leadership is a significant strength of the setting. Leaders are ambitious, reflective and inspirational. Leaders have robust systems firmly in place that consistently drive continuous improvement. They maintain a continuous improvement plan that demonstrates clear progress over time. Leaders recognise that highly effective teaching is not yet fully embedded across the whole staff team.

Leaders have a very detailed understanding of their setting and the local families which they serve. They are dedicated to placing the needs of their families and children at the heart of all that they do. They work closely with all families to ensure that the children receive tailored support, particularly for those children who face barriers to their learning. Leaders have worked hard to develop extremely effective working relationships with families. They strive to provide an inclusive setting where all children can make progress and experience a positive start in life. Leaders work effectively with outside professionals, including teachers from local schools. This close partnership working helps children to experience smooth transitions into school.

Parents feed back that they value the support that they experience from leaders and staff alike. They are consistently positive about the ongoing communication that they receive and the progress that their children are making. Parents mention that any special educational needs and/or disabilities are identified early and thoughtfully supported.

Leaders ensure that they have a committed and motivated team of staff. Staff feedback that leaders are exceptionally caring and consistently present in the rooms to work alongside and provide support and advice. They feel supported and valued. Leaders' decisions are consistently made in the best interests of children, particularly for those who face barriers to learning. Overall, leadership is highly effective, ensuring that all children thrive and achieve their potential.