Kids Planet Stanley Square

Inclusion: Strong standard

The staff team are passionate and provide an inclusive environment for all children. Early identification of concerns or gaps in development is a strength of the provision. Staff act swiftly to put support in place for children, including those who speak English as an additional language. Children are supported by bilingual staff who skilfully adapt assessments. They carry these out in children's first language to gain an overview of their development. This helps staff to plan appropriate interventions to support children to make progress. For example, children who recently started attending and had limited English are now using two-words together and are making excellent progress. Furthermore, visual cards are used to support children to become familiar with the routine. These strategies help to close gaps in learning quickly and reduce barriers to learning.

Leaders demonstrate that they are consistently working with external agencies and families to ensure that all children thrive in their setting. Children have personalised target plans that are reviewed regularly to support their development. This ensures children receive the right support at the right time. Leaders and staff benefit from on-going training to shape children's experiences in the setting. This has a positive impact on children's wellbeing. Leaders make highly effective use of additional funding to meet the individual needs of children with barriers to their learning.

Curriculum and teaching: Expected standard

Leaders provide a curriculum which holistically supports all areas of children's learning and development. Staff are skilled at extending children's interests in the moment to build on what children know and can do. For example, children who enjoy physical activity are supported to make their own obstacle course and learn about their muscles. Children balance confidently along the balance beams. Staff provide opportunities to support children to strengthen their hand muscles in readiness for early mark making. For example, children practise squeezing, rolling and chopping dough. Children make excellent progress in their physical development.

Overall, support for children's communication and language is a particular strength. During activities, staff introduce children to vocabulary focused on their interests. For example, as children tip and pour water. Staff model mathematical vocabulary such as 'heavy' and 'empty'. Furthermore, staff use visual aids to support children with special educational needs and/or disabilities. However, on occasion, the quality of interactions between staff and children can differ. For example, some staff ask children lots of questions and do not always give children time to think and respond. This does not always ensure that children consistently deepen their thinking or fully extend their learning.

Children's personal, social and emotional development is supported well. Staff support children to develop an understanding of how to share their feelings. Children explore 'the colour monster' story to help express how they feel.

Achievement: Expected standard

Children including those with special educational needs and/or disabilities, develop age-appropriate knowledge and skills across all areas of learning. They are confident learners who show enjoyment in their play and learning. Children develop excellent independence. For example, children confidently dress themselves for outdoor play and help with tasks such as setting up for mealtime. These skills will support children in their future learning.

Children make good progress as they develop their language and their early literacy skills. Babies and children show a love for stories and rhymes. They listen attentively to familiar rhymes and join in with repeated phrases and actions, which helps them remember and use new language.

Children develop resilience and show a 'can-do' attitude towards their learning as they learn how to use scissors. Children practice snipping and cutting flowers and learn key vocabulary such as 'stem' and 'petals'. Children strengthen their fine motor skills and develop confidence in tackling new challenges independently.

Behaviour, attitudes and establishing routines: Expected standard

Leaders carefully monitor children's attendance. They have procedures in place to identify patterns of attendance. They recognise the importance of attendance to help children develop important habits for future success.

Staff are wonderful role models and set high expectations for children's behaviour. They model respectful behaviour in their interactions with each other and with children. This supports children to develop an understanding of the boundaries within the setting. For example, when children knock over each other's towers, staff help children to understand how their actions may impact others. Staff teach the importance of kindness, care and respect.

Relationships between staff and children are warm, respectful and highly responsive. Staff offer an abundance of praise to recognise their achievements. Children respond warmly to this, which immediately boosts their self-esteem and supports their positive attitude towards learning. Staff skilfully adapt the routine and provide adjustments to support the individual needs of children. They use techniques such as visual boards to help children to develop an understanding of what happens next. This supports children to transition smoothly.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing is at the centre of this setting which helps all children thrive. A secure key-person system is in place to ensure children form secure relationships. Staff know the children and their families in their care extremely well. They are highly responsive to the varying needs of individual children. For example, staff are aware of children who need additional support when arriving at the setting. They have implemented a reading area, for parents to read with their children before joining their friends. This helps children to settle quickly and develop a strong sense of emotional well-being.

Staff help children to develop long-lasting healthy habits. Children benefit from daily access to fresh air and activities to support their physical skills. Children from an early age, learn about personal self-care. Children are independent in wiping their own noses and washing their hands. Older children learn about different types of food allergies during mealtimes and how to ensure they stay safe. Robust procedures and risk assessments are in place to ensure children's personal safety.

Staff help children express and understand their feelings. For example, staff have recently implemented 'emotion jars' to help children manage their emotions. Routines for sleeping, weaning and feeding are flexible and adapted to each child. Staff work closely with parents to ensure consistency, supporting children's health, security and overall wellbeing.

Leadership and governance: Expected standard

Leaders are passionate about providing high-quality care and learning for all children. They have a strong vision and always keep children's best interests at the centre of their decisions. Leaders have a secure understanding of the strengths and areas they wish to develop further in the setting. For example, due to the growth of the setting, they are aware that routines of the day can be strengthened further. Leaders act swiftly in the best interests of children and work effectively with families and agencies. This ensures that all children receive targeted and swift support to help make progress in their learning.

Leaders show a commitment to professional growth and are developing research projects to strengthen the engagement and well-being of children during play and learning. Leaders have provided professional development opportunities to support staff implement the research project into practice. Furthermore, staff attend regular training to keep their knowledge and skills up to date.

Leaders support staff to feel empowered. Staff report the support on offer for their wellbeing is highly effective. They feel leaders support them with their personal and professional goals and reflect on their progress using reflective journals.