Kids Planet Turnbridge

Inclusion: Strong standard

Leaders are highly committed to inclusion and have created a setting where all children and families are welcomed and valued. They identify children's individual needs accurately and act promptly to secure appropriate support.

Leaders' work with parents and specialist professionals is highly effective. For example, they support referrals, secure speech and language support and contribute to education, health and care plans. This ensures children and families receive specialist support when they require further help.

Children with special educational needs and/or disabilities receive highly individualised support, carefully tailored to their needs. Practitioners use choice boards, pictures, sensory equipment and individual sessions to develop children's communication and participation. Children receive dedicated support to develop communication and manage changes between activities.

Leaders are highly responsive to children's medical needs. They complete individual risk assessments and healthcare plans and adapt routines appropriately. For example, practitioners adjust menus and personal care arrangements for children when necessary. Alternative foods are provided that resemble those eaten by their peers, which helps children to feel fully included.

Leaders know vulnerable children and families exceptionally well. They provide sensitive support for children known (or previously known) to children's social care. Parents value this support and describe leaders as proactive and reassuring. Additional funding provides carefully targeted support and experiences. Consequently, children facing barriers participate fully, develop confidence and make positive progress from their individual starting points.

Curriculum and teaching: Expected standard

Leaders provide a broad curriculum that typically builds on children's interests and experiences. Practitioners know children well and use assessments to plan appropriate activities to help children learn. Those who work with children with special educational needs and/or disabilities and other barriers to learning are particularly effective in supporting children's development.

The curriculum provides children with varied experiences, including baking, gardening and exploring the world. Children grow herbs and vegetables before cooking and tasting them. Younger children explore interests sparked by nearby tractors, animals and seasonal changes.

In general, practitioners support children's communication through songs, stories, questions and conversations. During sensory play, practitioners introduce words describing body parts, textures and actions. Children respond through gestures, words and simple phrases. Practitioners also introduce mathematics naturally during routines, including counting while children prepare tables for snack.

Some practitioners interact effectively with children and use open-ended questions to extend their play and thinking. At times, other practitioners remain quiet and do not develop children's speaking and conversational skills. They do not consistently introduce ambitious vocabulary or challenge children to think deeply and solve problems. For example, children constructing models sometimes move on when difficulties arise without further encouragement to find solutions.

Achievement: Expected standard

Babies develop secure attachments and confidently explore their surroundings. They begin to feed themselves and develop physical skills as they become increasingly mobile. Younger children develop their communication skills and begin speaking in simple phrases and sentences. They excitedly explore bubbles and show interest in familiar vehicles and animals around them. Older children develop physical skills as they use scissors to snip materials. They recognise numbers and begin to say numbers in sequence. Children also develop friendships and increasingly manage everyday routines independently.

Children with special educational needs and/or disabilities and other barriers to learning achieve well along their individual learning pathways. They make positive progress towards personalised targets.

Overall, children gain appropriate knowledge and skills across the curriculum and are ready for their next stage of education, although some children do not make as much progress as they could do.

Behaviour, attitudes and establishing routines: Expected standard

Children are happy and typically behave well at the setting. They develop positive relationships with practitioners and enjoy playing alongside their friends. Practitioners are positive role models. They treat each other warmly and respectfully and model friendly, caring behaviour. Practitioners develop loving relationships with children, helping them to feel secure and gain a sense of belonging. These relationships also help families develop trust in the setting.

Children with special educational needs and/or disabilities and other vulnerabilities receive tailored support to help them join in with activities and routines. Familiar practitioners and individual strategies help children manage changes throughout the day.

Typically, children learn to share, take turns and follow routines. They enjoy playing together and begin to develop friendships. Children respond positively when practitioners remind them of expectations. Practitioners typically manage minor disagreements calmly. They remind children not to snatch and encourage kindness towards their friends. Practitioners do not consistently use these moments to help children understand how their actions affect others, or encourage them to think about solutions themselves.

Leaders promote regular attendance and monitor absence. They work closely with families to address individual barriers to attendance. Leaders adapt support so children with additional needs can attend and participate fully. This helps children establish secure routines and benefit from the setting's experiences.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are a high priority at this setting. Practitioners know children's care needs extremely well and respond sensitively when their needs change, especially those children with special educational needs and/or disabilities and other barriers to learning.

Leaders work closely with parents to understand children's medical, dietary and personal care needs. Practitioners follow detailed healthcare plans and carefully manage children's needs. Individual risk assessments provide further protection for individuals with particular medical needs.

Children benefit from care routines that reflect their individual and family preferences. Babies follow their established sleeping patterns and receive sensitive support from familiar practitioners. Parents initially stay during transitions, sharing important information about babies' routines and preferences.

Practitioners help children develop healthy habits. Children enjoy nutritious meals, drink water regularly and spend time being physically active outdoors. Leaders provide families with toothbrushing resources and guidance about oral health, bedtime routines and reducing reliance on dummies. Children develop increasing independence as they grow. Babies begin feeding themselves, while older children pour drinks and serve their own food.

Warm, caring relationships promote children's emotional security. Practitioners recognise when children need reassurance and respond sensitively. Children with special educational needs and/or disabilities and those with other vulnerabilities receive particularly thoughtful care. Leaders adapt routines, equipment and environments promptly when children's needs change. Consequently, children feel safe, secure and exceptionally well cared for.

Leadership and governance: Expected standard

Leaders have a clear commitment to providing an inclusive and welcoming setting for children and families. They know families well and develop trusting relationships with them. Partnerships with parents are a particular strength. Leaders communicate regularly and provide practical guidance to support children's development and wellbeing at home. Parents speak positively about the support they receive and value how leaders respond to their children's changing needs. Leaders proactively seek support from other professionals when children and families need additional help. They work with local authority services, specialists and schools to coordinate support and reduce barriers for children.

Leaders have established systems to monitor practitioners' work and identify their professional development needs. Practitioners receive supervision sessions, peer observations, training and coaching to help develop their knowledge and skills. However, the impact of this work is not yet fully seen across the setting. Some practitioners continue to develop the skills needed to provide consistently high-quality interactions that deepen children's learning and understanding. Some practitioners have new responsibilities, and they are continuing to develop their knowledge and expertise in these roles. Consequently, the quality of teaching and practice is not yet highly effective across all areas of the setting.

Leaders promote practitioners' well being and manage workload thoughtfully. Practitioners complete professional tasks during their working day and receive regular opportunities to discuss their wellbeing. Leaders value practitioners and encourage positive professional relationships.