Kids Planet Spondon

Inclusion: Expected standard

Leaders and staff attend training, which helps them to be knowledgeable about identifying and accurately assessing children's development. They identify appropriate next steps in children's learning. Staff regularly monitor children's learning and development and know when to raise concerns to leaders. Staff work with leaders to put in place appropriate support. For example, they work together to use early years additional funding to support children's individual needs. Staff provide additional sensory toys to help engage children through their interests and model language alongside. However, staff from time to time do not ensure that children are secure in their knowledge and on occasion, move on too quickly in children's learning. This does not consistently reduce gaps in children's development. Leaders have not consistently put in place specific support to develop staff's practice further.

Leaders support all children well, especially those who are vulnerable, such as children known to children's social care. They collaboratively work with carers to support children's needs. Leaders have ongoing conversations to ensure that the support put in place is relevant and effective. Children make positive progress. For example, when transitions typically take place, leaders and carers discuss adaptations to allow children more time to settle. This helps children to feel secure in new surroundings. Leaders also know how to and have previously worked collaboratively with outside agencies and professionals to support the needs of all children.

Curriculum and teaching: Expected standard

Leaders and staff know what they want children to learn and do next. They follow children's lead and interests. For example, when children are trying to build with blocks, staff model balancing and counting skills. Children copy. Staff also skilfully adapt planned activities to ensure that all children can access them. For example, they prepare a tray of the same resources at a lower level for babies.

Leaders and staff prioritise children's emotional development. Staff regularly comfort and reassure children when showing signs of upset. They have also adapted their teaching to support those children known to children's social care. For example, staff prioritise their teaching to embed consistent routines. In the short period of time attending, children feel safe and secure.

Leaders have an ambitious curriculum that focuses on children's communication and language. Staff expand language, comment and use age-appropriate questions. They typically adapt their interactions to meet the needs of the children. Staff use simple words when babies point to objects to reinforce or introduce new language. Generally, staff also support younger children through modelling longer phrases or sentences to support their development. However, on occasion, staff do not consistently embed high-quality teaching. For example, staff do not always give children enough time to respond or model manners consistently during opportunities such as mealtimes. Leaders regularly monitor staff's practice, although there is not a consistently sharper focus to support a higher quality of teaching.

Achievement: Expected standard

Children make positive progress in their physical skills. Babies learn to walk and reach when popping bubbles. Children learn to ride balance bicycles and pull toy trailers. Additionally, children learn how to use tools, such as tweezers. Children enjoy exploring dough, imprinting, squeezing and pinching. They build their smaller muscles and independent skills. Additionally, children develop their physical skills on regularly visits to their local park.

Those children known to social care build deep bonds with staff in a short period of time. They are becoming more confident and seek out staff for comfort. Further to this, children show confidence and enjoyment singing and dancing to songs. Children joyfully ask to repeat stories, where they talk about the pictures in the book. For example, they count the images. However, although, children are making typical progress in their communication and language skills, they are not yet receiving support to make more rapid progress in this area.

Behaviour, attitudes and establishing routines: Expected standard

Children learn to get along with others. Staff give opportunities for children to share. For example, staff encourage children to work together to combine ingredients in a bowl. Children work well as a team. Staff reinforce kindness to help children develop their understanding of how to treat others. Additionally, leaders and staff plan opportunities to have a regular presence in the community. Children meet unfamiliar adults and children, building their confidence and social skills further.

Children also build positive bonds with staff, where children listen and respond positively to the their expectations. Children know to wash their hands before mealtimes, lining up at the gate and waiting for their turn. When children struggle to wait, staff distract children with their interests, making waiting enjoyable. Staff model positive behaviour and praise children regularly, which encourages them to make appropriate choices. However, on occasion, staff do not give children enough time to think or respond. This impacts on children feeling heard and causes some to disengage. This affects children's attitudes to learning at times.

Leaders work closely with parents and carers to support children's attendance and punctuality. Parents know what to do when their children are absent through shared policies and procedures. Leaders track children's attendance and follow up on unexplained absences promptly to maintain children's safety. Leaders are flexible with parents who have different shift patterns and those living a distance away. This supports punctuality while ensuring children receive their eligible hours.

Children's welfare and wellbeing: Expected standard

Leaders and staff support transitions well. They work with parents and carers on flexible transitions to support the needs of all children. This ensures that all children feel comfortable and confident moving to the new setting. Leaders and staff have carefully created a transition plan. They allow time for children to spend with their new key person in their old and new environment. Leaders and staff also share information on children's learning to the setting. This supports continuity in children's care and education.

Staff support children's emotional development. They name feelings in the moment, supporting children's understanding. When children show signs of tiredness, staff are responsive to their needs. Staff offer regular cuddles to support children to manage their emotions. Children feel safe due to the effective relationships they form with their key person.

Leaders and staff have put in place effective care practices. For example, leaders gather information from parents on their children's sleeping routines. Children have their own individual method to support sleep practices, such as using home comforters. Staff also seek children's consent before nappy changes. This teaches children personal boundaries from a young age. Children understand their body belongs to them. Children also learn how to keep their body healthy. Leaders share toothbrushing advice and resources with parents, so they can help their children to learn about good oral hygiene.

Leadership and governance: Expected standard

Leaders and staff regularly reflect on the care and education that they have to offer. They identify strengths and areas of improvement and put in place changes. For example, leaders are in the process of improving their outdoor provision. They have already implemented change, such as investing in a greenhouse to support children's understanding of the world.

Leaders proactively put in support for those children known to social care. Leaders gather information from parents and carers before they attend to support the needs of the children. Leaders and parents work collaboratively through ongoing communication. For example, when parents share concerns of a dietary intolerance, leaders immediately put in place changes to their menu and provision. This means that children's needs are actively met. Leaders and staff also share children's learning with parents to support their learning at home.

All staff feel well supported by leaders. Leaders ensure that staff have enough time to manage workload. Staff feel empowered to put forward ideas to enhance the provision. For example, staff have recently implemented enhancements to their provision to share support for parents' mental health. Leaders also ensure all staff complete mandatory training to keep their professional development up to date. However, leaders do not consistently put in place training specifically to meet the needs of children. They have not tailored support for staff to develop their practice further, ensuring that all children make the best possible progress.