Kids Planet Springfield

Inclusion: Strong standard

The nursery is fully inclusive, where every child's needs are recognised, valued and acted upon. Leaders and staff know all the children and their families extremely well. From the earliest stages, staff identify when children need extra support and arrange home visits to support families. This approach ensures that children with special educational needs and/or disabilities, children who speak English as an additional language, children known and previously known to social care, and disadvantaged children receive tailored support. Staff make evidence-led decisions to meet the needs of individual children and work closely with parents to design individual target plans whilst referrals are in place. Leaders and staff regularly review plans, ensuring children consistently receive the tailored support they need to make significant progress.

Leaders use early years pupil premium funding to provide rich experiences to support children's individual needs, which they may not have access to otherwise. Leaders monitor the impact of funding carefully, reviewing outcomes to ensure that resources make a measurable difference to children's experiences and development.

Staff work incredibly well with professionals and external agencies to ensure that children with barriers to learning gain the right support. For example, staff make thoughtful adjustments to the daily routine and equipment needed to reduce barriers to participation and promote wellbeing.

Curriculum and teaching: Expected standard

Leaders have designed an inclusive curriculum to build on children's existing skills and knowledge across all areas of development. They set age and stage appropriate learning goals for each room, supporting all children to be well prepared for their future learning. Staff fully understand the curriculum and, on the whole, deliver it well.

Leaders and staff know the children well and accurately assess children's learning and development. Staff use this information to plan activities to build on what children know and can do. Staff effectively support children with barriers to their learning. For instance, they plan small group times to support communication and language in a quieter environment. Furthermore, staff use Makaton to encourage children to communicate their needs. Typically, teaching is effective. However, there are occasions when the implementation of the curriculum to support children's communication and language is less effective. For example, sometimes, staff use questioning techniques which limit conversations and further language development. This impacts on children's ability to develop their language skills further, such as having opportunities to express their thoughts, opinions and ideas.

Staff use the outdoor area well to support children's physical skills. They plan activities that children enjoy, such as water play where children spend long periods of time filling, emptying and pouring. Children develop their fine motor skills and imagination as they use pipettes to make potions for staff. Staff make obstacle courses with crates and planks to support children's balance, coordination and confidence. Children show great determination to balance without staff support.

Achievement: Expected standard

Children are progressing well when their starting points and life experiences are taken into account. They are settled and confident, and they show clear signs of interest in what staff offer daily.

Typically, children are developing skills that will support their eventual move to school. They gradually learn to strengthen their fine motor control, and older children use scissors to cut with precision. Children explore creative ideas with paints and play dough. They solve problems together as they sort objects by colour and count how many they have in their bowl. Children develop a range of physical skills by balancing and climbing on outdoor equipment and riding pedal bikes. Older children use writing tools to draw recognisable pictures and can explain what they have drawn.

Children with barriers to learning make steady progress through targeted interventions. Leaders act early to remove barriers, and staff generally adapt routines and teaching so every child can take part. Individual target plans are followed, which is reflected in children's increasing confidence, engagement and willingness to try new things.

Behaviour, attitudes and establishing routines: Expected standard

Staff show genuine care and kindness, modelling positive behaviour and respectful interactions. These positive relationships, along with a clear emphasis on wellbeing, help children develop trust and feel secure, leading to confident, happy, and well-settled children. As a result, children turn to their key persons for reassurance, knowing they are always available to offer comfort and gentle support. Children show they are familiar with the routine as they typically follow the rules and boundaries set by staff. Staff create an environment where children become curious and engaged in play. Children think of their own ideas and test them out to see if they work, developing their problem-solving skills. They show satisfaction in what they have done and want to share it with others. Staff offer regular praise, building children's confidence and self-esteem. Children build positive relationships with their peers as they play group games together and staff support children to work together to balance on a see-saw.

Leaders work effectively with families to promote the importance of punctuality and regular attendance. They offer support where barriers arise, such as changes of hours and days to accommodate individual needs.

Children's welfare and wellbeing: Expected standard

Staff know their key children well and consider children's emotional wellbeing closely when planning experiences. For example, they ensure that they are aware of children who may need additional support. Trusting relationships are formed. Children practise their independence skills, such as washing their hands before snack time and helping to tidy away outdoors. Typically, routines help children understand what is expected of them and enable them to manage these tasks confidently.

Staff begin to introduce pictures linked to simple emotions and feelings, such as happy and tired. As children move through the nursery, more feelings and emotions are introduced. For example, when they reach pre-school, children can explain how they are feeling and why they feel that way.

Staff fully supervise children when they are eating and sleeping to promote their safety. In the main, leaders and staff provide a healthy diet. Staff make sure that mealtimes are opportunities to promote children's good manners and social skills. However, children do not consistently have opportunities to make healthy choices during snack and mealtimes. Although children have regular access to outdoor play and exercise and the opportunity to learn how this impacts on their bodies, staff do not consistently encourage children to understand why healthy choices are important. As a result, children are not developing the appropriate knowledge they need to stay healthy.

Leadership and governance: Expected standard

Leaders work closely with families and external professionals to ensure that all children receive the support they need. They carefully monitor children's progress and review support regularly, making adjustments where necessary. Leaders ensure that staff benefit from meaningful training, including relevant courses to meet children's individual needs and circumstances. They recognise that further work is needed such as coaching and monitoring to ensure staff consistently adapt teaching to support the implementation of communication and language within their curriculum. Leaders' ongoing commitment to professional development and inclusive practice helps to create a safe and supportive environment for all children.

Leaders and staff ensure that parents are fully involved in every aspect of their child's time at the nursery. They communicate children's next steps and provide activities for children to do at home with parents to continue building on their learning. Leaders recognise where families need extra support and provide additional services such as a food bank, nappy bank and books they can take home and read together. Additionally, they have identified children need extra support in their emotional wellbeing. Leaders provide families with 'calming bags' to practise techniques at home such as blowing bubbles and smelling lavender. Furthermore, leaders and staff have made adaptations to their routines, such as offering a hot meal to all children every day. These strategic actions support children's overall wellbeing.

Staff morale is high and leaders prioritise staff wellbeing by offering regular supervisions and check-ins. Staff say they feel valued, listened to and know how to access additional support when needed. The support in place enhances morale and contributes to a positive, motivated team culture.