Kids Planet St Andrews Park

Inclusion: Strong standard

Leaders and staff demonstrate a clear commitment to the early identification of children's needs and barriers to learning. They know children and their families well and use assessment information effectively to identify when additional support may be required. Reasonable adjustments are implemented promptly to ensure that all children can fully access learning opportunities and make progress from their individual starting points. Children with special educational needs and/or disabilities receive targeted support that is carefully tailored to their needs, both in the setting and through coordinated support at home.

Staff work closely with families and external health and education professionals, making timely referrals and accessing specialist advice where necessary. This enables staff to provide effective interventions and adapt practice to meet children's changing needs. Leaders have a strong understanding of the wider barriers that some children face. They recognise that not all children have access to outdoor spaces, enrichment opportunities or a broad range of experiences beyond the nursery. Funding is used thoughtfully to provide experiences that enhance children's learning and development, helping to broaden their understanding of the world. Strong partnerships with families and professionals ensure that children receive the help they need, while secure relationships with key persons promote children's emotional wellbeing, confidence and ongoing development.

Curriculum and teaching: Expected standard

Leaders and staff implement a curriculum that reflects the needs, interests and experiences of the children who attend the setting. Overall, they tailor the curriculum to ensure that all children, including those with special educational needs and/or disabilities and those who face barriers to learning, access the curriculum and make progress. Staff use assessment effectively to identify what children know and can do and adapt teaching to support children's next steps in learning. For example, staff recognise that babies need to develop their self-help skills further during mealtimes. Staff support babies to use open cups and age-appropriate cutlery, which builds on their independence and confidence.

Overall, the curriculum is focused on supporting children's communication and language. Staff introduce and reinforce new vocabulary. For example, during a planting activity, children learn words such as 'germination'. Staff engage children in meaningful conversations, stories and songs throughout the day and provide a running commentary during play, particularly with the youngest children. Mathematical learning is embedded effectively within everyday experiences. Younger children demonstrate an understanding of concepts such as 'full' and 'empty' during water play, while older children begin to explore addition and subtraction through role-play experiences, such as with a role-play shop.

Typically, staff encourage children to recall previous learning and make connections between experiences, supporting the development of their knowledge and understanding. However, the quality of questioning is not yet consistent across the team. While some staff use open-ended questions effectively to deepen children's thinking and develop their communication skills, others are less confident in their approach. In addition, children are not always given sufficient time to think and respond. As a result, opportunities to extend children's communication, critical thinking and problem-solving skills are not consistently promoted.

Achievement: Expected standard

Children are prepared well for their move to school and are becoming independent learners. They confidently communicate their preferences and ideas. Children develop their listening skills and show increased concentration in their chosen tasks. For example, children preserve and show determination to practise their early writing skills. Children with special educational needs and/or disabilities and those facing additional barriers to learning make progress towards their individual developmental milestones. They develop positive relationships with adults and peers. Overall, children build on their communication and language skills from their starting points. However, children do not consistently strengthen their critical thinking and problem-solving skills. On occasion, children are not always given sufficient time to process and respond to questions.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established high expectations for all children's behaviour and attitudes to learning, including for those who may face barriers to learning. Clear and embedded routines help children understand expectations and contribute to a calm and purposeful environment. Children develop independence from an early age. For example, older children confidently self-register on arrival, manage their belongings independently and use a 'treasure box' during tidy-up time to support their understanding of routines and responsibility. Staff model respectful interactions with the youngest children, seeking babies' consent and communicating with them during personal care routines. Leaders monitor attendance closely and work proactively with families to address barriers, helping children to attend regularly and benefit from their early education.

Positive and nurturing relationships are evident throughout the setting. Children form secure attachments with their key persons and familiar adults, who know them well and respond sensitively to their individual needs. Staff treat children with respect and dignity, supporting children to develop confidence, resilience and a sense of belonging. Children demonstrate positive attitudes to learning and engage enthusiastically in experiences across the setting. They play cooperatively, show kindness towards others and are developing positive social skills. Staff support children to recognise and express their emotions, and provide additional support for those who need help with self-regulation. However, approaches to supporting emotional development and conflict resolution are not yet fully consistent. While some staff effectively coach children to recognise feelings, listen to others and identify solutions independently, this practice is not embedded across the team. As a result, children do not always receive consistent support to develop self-regulation, emotional awareness and independence.

Children's welfare and wellbeing: Strong standard

Leaders and staff demonstrate a strong understanding of children's individual circumstances and respond effectively to the needs of children and their families. For example, effective adaptations, including extended transition arrangements and resources for use at home, help to reduce barriers to children's learning, wellbeing and engagement. Children with special educational needs and/or disabilities, and those who face barriers to learning, are well supported through targeted interventions that promote positive outcomes. Staff develop secure relationships with children. They know children well and respond sensitively to their individual care, developmental and emotional needs. Babies and young children communicate confidently through gestures, signing and language, and staff respond promptly to ensure children feel safe, secure and valued.

Staff support children to develop an understanding of their health, safety and wellbeing effectively. Through daily routines and community experiences, children learn how to manage risks, keep themselves safe and develop confidence and independence. Care practices effectively meet children's individual needs. Mealtimes are adapted for children with allergies, dietary requirements and/or medical needs, and staff follow individual care plans consistently. Sleeping and care routines are tailored to children's requirements and support their emotional wellbeing. As a result, children are settled, confident and engaged, and they are supported effectively to recognise, express and manage their emotions.

Leadership and governance: Strong standard

Leaders demonstrate a clear and ambitious vision for continuous improvement, placing children's outcomes at the centre of all decision-making. Leadership strengths extend beyond the manager and are evident throughout the team, including room leaders, who contribute effectively to quality improvement through open, honest and reflective practice. Leaders have a secure understanding of the setting's strengths and areas for development and implement well-considered actions to drive ongoing improvement. They actively seek and respond positively to feedback, adapting practice as needed to meet the evolving needs of children, families and staff.

Staff feel valued, respected and well supported. Leaders carefully consider staff wellbeing and workloads, creating a positive and professional culture where staff are motivated to develop their skills and improve practice. Professional development is tailored effectively to individual staff members, recognising that they are at different stages of their professional journey. Leaders carefully identify training needs and provide targeted opportunities to strengthen practice. For example, all staff have received training in how to communicate with children using hand signs. This is consistently embedded throughout the setting and enables even the youngest children to communicate their needs effectively. Staff also benefit from specialist training, including in mathematics and baby-room practice, helping them to continually develop their knowledge and expertise. This personalised approach helps staff to build confidence, strengthen their practice and progress professionally, with staff successfully developing into leadership roles through the ongoing mentoring and support provided by leaders.

Partnerships with parents are a significant strength of the setting. Leaders and staff work closely with families and external professionals to ensure children receive consistent support. Effective communication and collaborative working help to remove barriers to children's learning, promote children's wellbeing and enable children to thrive.