Kids Planet Urmston

Inclusion: Expected standard

Leaders and staff have high expectations for what all children can achieve. They have embedded clear assessment procedures, such as speech and language assessments, that help staff to identify any gaps in children's learning swiftly. Each child's uniqueness is acknowledged and celebrated. Leaders are committed to meeting the needs of all children, including children with special educational needs and/or disabilities (SEND) or those who face any other barriers to their learning. They have established effective links with the local authority and other external agencies. Leaders and staff work closely with parents and carers. They seek advice from specialist agencies when required to help them to meet the needs of all children who attend. Leaders have clear oversight of the use of additional funding. Consequently, all children make steady and sustained progress.

Leaders ensure targeted plans are put into place for children when required. Creative adaptations to the organisation of the rooms helps children to feel included and to make progress alongside their friends. Parents who have children with SEND share how staff know each child extremely well and treat them as individuals. They value the support that they receive as a family. They have seen significant progress in their children's development since they have started attending the setting.

Curriculum and teaching: Expected standard

Leaders and staff have created an exciting and ambitious curriculum for all children. Children are provided with a wide range of activities that stimulate their thirst for learning. However, on occasion, staff are unclear on the learning intentions for activities. This leads to some inconsistencies in teaching. As a result, children do not always fully engage in their learning.

Mathematics is generally woven into everyday activities. Songs, such as '5 Little Speckled Frogs' introduce children and babies to numbers. Children begin to use mathematical language, such as 'big' and 'small', to describe objects. As a result, they develop an understanding of mathematical concepts.

Children's communication and language development is a key focus. Songs and rhymes resonate throughout the setting. For example, younger children spontaneously sing 'wash your hands' as they go to the bathroom. Children engage with gusto as they act out the story 'We're Going On a Bear Hunt.' They enthusiastically remind staff of what happens next. Children's love of reading and early literacy is enhanced.

Children develop sound physical skills. For example, scooping and pouring activities enable babies to develop the muscles in their hands needed to feed themselves. Older children whizz around on bikes. Children play cooperatively together as they create work desks and ramps out of crates and planks of wood. Overall, the curriculum builds a solid foundation for future learning.

Achievement: Expected standard

Children, including those with special educational needs and/or disabilities, those known to children's social care and those that face any other barriers to learning, typically achieve well. They benefit from a learning environment that supports them and challenges them to build their knowledge, skills and understanding over time, particularly in their social interactions and communication. For example, children play happily alongside their friends. They sing along to well-known nursery rhymes. As a result, all children gain the knowledge and confidence they need to succeed.

Children and babies independently explore the environment, making choices about what they want to do and play with. Older children confidently serve themselves at mealtimes. Children are kind to one another and provide support to their friends. Children are confident in their abilities. They develop the necessary skills and knowledge to be ready for their next stage in their learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have established a positive environment based on kindness, trust and respect. Well-established routines usually help children to understand what is happening now and next. However, occasionally, staff are preoccupied with other tasks during lunchtimes, leaving children with less support. As a result, at some key transition times, children are distracted and less engaged in their play and learning.

Staff provide gentle reminders to children about sharing and taking turns. They usually relate this to the children's emotions and how others may feel. This helps children identify how they are feeling and promotes self-regulation. In addition, effective communication with parents enables the staff to adapt the activities to meet the children's diverse needs.

Leaders and staff prioritise all children's attendance and recognise the positive impact this has on their learning. They provide a supportive setting where children are motivated to explore their ideas and work through challenges independently. For instance, children work out how to roll the ball to one another up the ramp. They enthusiastically celebrate each other's achievements shouting, 'You did it!' Children develop a keen sense of belief in their abilities and readily invite their friends and staff to join their play.

Children's welfare and wellbeing: Expected standard

Leaders and staff build warm, nurturing relationships with children and babies. They know that for children to succeed, they need to feel safe. For example, staff work with parents to identify babies' routines around weaning and sleeping. In addition, they identify the needs of older children, especially those with special educational needs and/or disabilities and children who may have other barriers to learning. This helps children and babies to develop secure attachments and promotes their health and wellbeing.

Effective hygiene routines are firmly embedded with daily routines. Children are taught how to wash their hands correctly and the reasons for doing so. They are supported in managing personal care tasks, such as blowing their nose. Overall, children develop an understanding of how to support their health and wellbeing. Risk assessments are secure and help to keep children safe. Sleeping children are carefully monitored and they are supervised well while eating.

Staff usually promote the importance of healthy eating, good oral health and the positive impact exercise can have on their wellbeing. Older children are encouraged to use a knife and fork. Babies learn how to feed themselves. High levels of praise and encouragement foster children's confidence and self-esteem. Overall, children learn the skills that they need to succeed.

Leadership and governance: Expected standard

Leaders have clear oversight and governance of the setting. They are ambitious and respond quickly to any gaps in practice. For example, leaders create plans to continually support children at key transition times. Leaders prioritise staff's professional development and wellbeing. They have instilled a culture of continuous improvement which is welcomed by staff. Ongoing training, development and support means that staff understand their roles and responsibilities. As a result, staff are continually striving to improve the quality of care and education provided.

Leaders and staff work with parents to ensure that the children's needs are known and are met in practice. They respond swiftly to support children. Staff work in partnerships with school to ensure all children receive the right support to help them to engage in the next stage of their learning. These timely and precise interventions mean all children receive the help they need to succeed.

Parents feel valued. They speak positively about the care and support provided to their children and the progress they make. Leaders and staff share ideas with parents. This includes reading stories at home with their children and talking about sun safety. This helps to extend children's learning.