Kids Planet Stockport

Inclusion: Expected standard

Children's needs are generally met well. Passionate leaders typically ensure activities are sharply focused on children's interests and learning needs, although there are some small inconsistencies in practice. Experienced staff hide shiny wheels in the water with sea creatures. Children hunt for them and learn to use new words like 'under' and 'behind'. Leaders work closely with manufacturers to design bespoke equipment and resources to suit children's individual needs. This helps to narrow any gaps in children's learning. Children, including those with special educational needs and/or disabilities (SEND) and those who may face barriers to their learning, feel included and make appropriate progress from their starting points.

Leaders have high expectations for all children. They are quick to make adaptations and adjust staff practice where necessary to help children feel settled. This includes children with SEND and those who may face barriers to their learning and/or wellbeing. Staff use different techniques to help children feel included. Children typically form good relationships with adults and with each other. Leaders use additional funding thoughtfully and put children at the heart of all the decisions they make. They work closely with families and outside agencies, developing close links in the community. Parents say they feel their children are supported, and they feel included. This helps to reduce any barriers to learning and/or wellbeing that children may face.

Curriculum and teaching: Expected standard

Leaders have designed a curriculum that typically meets the individual needs of the children. They use assessment tools effectively and understand what children already know and can do. Leaders usually ensure that teaching is precisely focused to meet children's individual needs. However, this is not yet consistent, and some children do not always make as much progress as they could. All children, including those with special educational needs and/or disabilities (SEND), enjoy learning together. Babies develop their communication skills as they sing songs and rhymes with experienced staff. They giggle as they play with balls in the sensory room. Young children eagerly hunt for bugs and look at books about minibeasts. They learn new words and make links in their learning. Older children are encouraged to talk about how they are feeling. They look through a recipe book together and make tea for their friends. Children learn important life skills as they develop socially and emotionally. All children, including those with SEND and those who face barriers to their learning and/or wellbeing, develop typically positive attitudes to learning.

Leaders ensure children's physical skills are developed typically well. Babies learn to feed themselves with a spoon and use their own beakers. They receive praise from kind staff as they pull themselves up on safe furniture. Young children use a fork and learn the sign language to ask for 'more'. Older children are guided to serve their own food, put on their own coats and learn how to line up. They develop physical skills and grow in confidence as they learn to do more for themselves. Children are generally prepared well for their next stage in learning.

Achievement: Expected standard

All children, including those with special educational needs and/or disabilities (SEND), enjoy learning together. They typically build positive relationships with leaders and staff who know them well. Babies learn to settle as gentle adults sing softly to them. They squeal with delight as they dig and roll balls. They bang pots and pans as nurturing staff offer close support and teach them simple rhymes. Babies develop their muscles and form secure attachments. Young children concentrate as they wash the baby dolls together. They talk about making them clean and say they need a tissue to dry them. Children learn about the world around them and make links in their learning. Older children make new friends and pass each other beads to thread on a string. They take turns and talk about what they have done at the weekend. Children grow in confidence as they develop their communication and language skills. They typically close any gaps in their learning and form positive attitudes to each other. Children, including those with SEND and those who may face barriers to learning, make suitable progress. Children are generally well prepared for their next stage of learning.

Behaviour, attitudes and establishing routines: Expected standard

Routines are typically embedded well, and children generally know what is expected of them. This includes all children, including those who may face barriers to their learning and/or wellbeing and those with special educational needs and/or disabilities (SEND). Babies generally settle to sleep well, and young children sit and wait for everyone to be served before they start eating. Older children learn to line up and wait their turn before moving inside. They sit well and listen to longer stories and answer questions about the story. This helps children to learn to focus on what is important. They develop important social skills and make new friends.

Leaders and staff set high expectations for all children. Children behave well and learn to follow the rules. This includes children with SEND and those who may face barriers to their learning and/or wellbeing. Leaders ensure staff are trained in different ways to manage behaviour. Staff give children positive praise and are good role models. Children talk about using 'kind hands' and smile widely as they put their own coats on. They proudly show off a shiny wheel they find in the water. Children grow in confidence and typically form positive attitudes to learning. Leaders support families closely and ensure that any patterns in attendance are followed up. This helps to keep children safe.

Children's welfare and wellbeing: Expected standard

Leaders have established policies and procedures that prioritise children's welfare and wellbeing. However, there are some small inconsistencies in practice, and leaders are aware of this. Leaders create a safe and welcoming space where children feel listened to and heard. They work closely with external agencies and families to ensure children's individual needs are typically identified swiftly. This helps children to feel included and form a sense of belonging.

Children learn about healthy lifestyles, and parents appreciate how leaders and staff encourage their children to eat a healthy diet. Meals are freshly prepared, and safer eating practices are followed. This helps to keep children safe. Babies feed themselves with a spoon and hold their own cup. Older children are encouraged to hold the big spoon and serve themselves. They learn to pour their own drinks and develop independence and important life skills. Children form positive attitudes about themselves and each other.

All children, including those with special educational needs and/or disabilities and those who face barriers to their learning, have regular access to the outside space. Young children ride bikes and kick a ball. Older children run around the cones and wash toy sea lions in the water. Children develop their physical skills as their mental wellbeing is supported. Leaders ensure staff know their children well. Children typically form secure attachments and close bonds with the adults who support them. This helps children to feel safe and secure.

Leadership and governance: Expected standard

Leaders have a good understanding of their setting and the families they support. They are aware of their strengths and areas for development. Leaders have a clear plan to ensure that the barriers children face are effectively addressed to ensure consistency of education and care across all rooms. Leaders are reflective and make swift adjustments when needed to adapt teaching to suit all children. This means that all children, including those with special educational needs and/or disabilities (SEND), feel included and make suitable progress across all areas of learning.

Leaders manage staff workload well. Staff comment on how they feel supported by leaders. Leaders speak highly of their staff and ensure they receive regular supervisions. They support their staff closely with continual professional development opportunities. This helps to identify areas for growth and has a positive impact on staff practice, equipping them to carry out their role successfully. Parents appreciate the effective communication between home and nursery. They say their children's needs are met well, including those with SEND. Leaders work closely with families and signpost them to local supportive networks when needed. They provide a clothes swap facility and lending library. This helps to continue children's learning at home and supports community links.

Leaders ensure additional funding is spent creatively to support children's needs. They work closely with outside agencies to ensure children's needs are typically met well. Leaders have formed effective links with local schools and assist families when completing official paperwork, if needed. Children are given lots of opportunities to visit their new room and move up at their own pace. This helps children to grow in confidence and make new friends. Children, including those with SEND and who may face barriers to their learning and/or wellbeing, are typically prepared well for their next stage in learning. This helps children to settle quickly and supports them to form positive attitudes to learning.