Kids Planet Sutton

Inclusion: Strong standard

Leaders value and understand children's uniqueness. This ensures all children, including those facing barriers to their learning, consistently thrive in their care. Leaders address the needs of children with focus and passion. They identify gaps in knowledge and respond to barriers to learning promptly. Interventions are implemented effectively so learning remains focused and supportive for each child, including those children with special educational needs and/or disabilities and those known, or previously known, to social care.

Leaders liaise with a range of external professionals and assign personalised time for children who require additional support. Leaders' knowledge and understanding of how best to utilise external professional support is evident. This builds trust, shared understanding and support, which is significantly praised by parents. Leaders use their knowledge of children's interests to ignite their curiosity as they access provision and play. All children benefit from rich, tailored experiences and opportunities that are inclusive of their individual needs.

Leaders and staff apply robust assessment consistently and impactfully. For example, additions to provision are intrinsically linked to children's interests so those who face barriers to learning engage with high levels of focus. Staff systematically adapt activities to bespoke next steps, so children are successful. All children make rapid progress across their development, reflecting the success of this inclusive approach.

Curriculum and teaching: Expected standard

Leaders have designed a sequenced curriculum that builds on what children already know and can do. They use assessment effectively to determine children's next steps in their learning and development. The curriculum is inclusive and adapted to meet children's individual needs, taking account of their age, stage of development and starting points. Early mathematics is woven into daily activities. For example, as very young children find the frogs in the water, staff use warm, caring interactions to count aloud so children hear and begin to understand number. Leaders have identified that because some staff are quite new, there are occasions when teaching is not yet consistently extended to a high level. That said, leaders do work very closely with staff to help further their teaching skills and confidence.

Communication and language is well supported as staff model sounds and words with babies during play, encouraging repetition and giving them time to respond. Staff promote toddlers' personal, social and emotional development through story times and play where they learn simple sign language to express their emotions. Staff typically deliver high-quality experiences and opportunities for children through clear explanations, modelling and effective questioning. They adapt activities to be inclusive, so all children take part, stay engaged and make progress.

Achievement: Strong standard

Children make rapid progress and achieve consistently well across all areas of learning. All children, including those with special educational needs and/or disabilities and those known, or previously known, to social care, show sustained focus and positive attitudes to learning. Children demonstrate confidence in accessing activities independently and ask for help when needed.

Children build strong relationships with their peers. Children learning to share and take turns build excellent emotional resilience and empathy. All children thrive in the language-rich environment and older children participate in interesting conversations with their friends. Babies explore books with confidence and move their bodies to familiar songs and rhymes.

Children are developing their physical skills. Babies show confidence in crawling and cruising around furniture. Toddlers are walking confidently and older children engage enthusiastically in sports coaching sessions. Children learn in a calm atmosphere and have ample time to process new challenges and experiences and embed their knowledge and understanding. Children are very well prepared for the next stage in learning.

Behaviour, attitudes and establishing routines: Strong standard

Children have excellent attitudes to their own learning, including those who face barriers to their learning. They show independence, confidence and a willingness to try new activities and experiences. This strongly helps to prepare children to be curious learners and be ready for the next stage in their education, such as going to school.

Children interact kindly with each other and demonstrate positive behaviours. They take turns and learn to share toys and resources with each other. Staff are positive role models. They are respectful and gentle, and this has a positive impact on how children behave towards each other and the environment. There are highly effective routines in place, which help children to understand boundaries and what is expected of them. This approach means that children know what is about to happen next and they can move with ease between activities and daily routines. Staff teach children to take responsibility and understand the consequences of how their actions impact others. Consequently, children are respectful and helpful.

Leaders ensure that parents understand the importance of regular attendance. They work alongside parents to suggest ways to remove barriers to regular and timely attendance. As a result, children attend regularly and on time.

Children's welfare and wellbeing: Strong standard

Leaders are thorough and rigorous in their approach to risk assessments, which are consistently reviewed and refined to prioritise children's welfare and wellbeing. Staff have a precise knowledge and understanding of the children. They build highly-trusting relationships and regularly ask children how they are feeling. For instance, children who are upset are promptly given the support and care they need to recognise and manage their emotions.

Staff successfully encourage children's independence skills. For example, children are highly self-sufficient in dressing and undressing when transitioning between indoor and outdoor play. Older children confidently serve their own lunch meals and proficiently use a knife and fork. While eating, staff closely supervise and help children to understand the benefit food has for their bodies through impactful conversations. This creates a solid foundation for adopting healthy habits. Staff vigilantly ensure children's dietary requirements are closely followed, while ensuring a balanced diet. A coloured plate system and individualised information cards on chairs support newer staff to learn systems quickly and effectively.

Individualised consideration is given to settling new babies and children. Leaders and staff make every effort to provide children with a calm and positive early experience. For example, if children become upset, staff offer caring support and read a book until they feel more settled. Parents express full confidence in staff's care, noting that they understand their child's routines, preferences and needs. Leaders and staff consistently ensure that each child, including those with special educational needs and/or disabilities and those known or previously known to social care, feels safe, valued and supported, reinforcing children's deep sense of belonging.

Leadership and governance: Strong standard

Leaders have an extremely clear understanding of their setting and skilfully identify future areas for sustained improvement. Staff benefit from a regular programme of training and peer mentoring, observation and support. Leaders' consistent focus on staff's skill has strengthened teaching across the setting. All staff feel that they are able to share feedback, and they are all dedicated to the ongoing development of the nursery. Leaders highly prioritise staff wellbeing and support. Staff report that they are very well supported and listened to. They value the wider support from the company, such as the wellbeing support number. Leaders ensure that staff continually develop and sustain a high level of skill that strengthens children's experiences.

Leaders and staff engage very well with parents and families. They support the families of children in their care in every possible way. For example, they provide home learning resources, tooth brushing packs and fresh fruit to take home. Parents consistently report that they feel extremely well supported by the setting. They value the high level of support that they are able to access for any parenting challenges that they may face.