Kids Planet Whitwood

Inclusion: Expected standard

Staff use an individualised approach to identify, assess and support each child's needs. They use effective ongoing observation, assessment and professional discussions to identify any barriers to learning. Targeted adaptations are made to ensure all children can access the curriculum. For example, one-to-one support is provided where needed. This inclusive approach supports children's engagement, progress and emotional security.

Leaders take action to reduce barriers that children may face. They closely monitor children's progress and regularly review the impact of support in place. Where gaps in learning are identified, leaders ensure timely intervention, including small-group work and individualised support. Children who speak English as an additional language receive tailored strategies to support communication and inclusion. Leaders use funding effectively to support disadvantaged children and are reviewing its impact to further strengthen outcomes. Leaders also promote regular attendance and work with families to encourage positive routines that support learning and development.

Leaders and staff work in close partnership with parents, professionals and external agencies to shape children's support, opportunities and experiences. Open communication ensures families are fully involved in decision-making. Staff implement advice from external professionals. Robust internal procedures ensure children receive timely support while awaiting external input, including those with special educational needs and/or disabilities (SEND) and those known, or previously known, to children's social care. Staff receive targeted training and support to help them implement a consistent approach that improves outcomes for children with SEND.

Curriculum and teaching: Expected standard

Staff work thoughtfully with children and support progress through meaningful interactions. For example, children develop fine motor skills during painting and gloop activities through careful modelling and encouragement. However, systems are not yet fully effective in ensuring all staff have a precise understanding of children's next steps. This means children are not yet consistently supported in their next steps. Leaders have identified this as a priority and have plans in place to bring about improvement.

Leaders demonstrate a clear understanding of the quality of the curriculum and teaching through regular review, reflection and informed improvement decisions. For example, plans for a more defined curriculum for older children to support school readiness is in development stages. The curriculum is carefully designed to meet all learning and development requirements across the 7 areas of learning. It builds progressively on what children already know and can do, supporting them to succeed and thrive.

Staff plan experiences that promote children's communication and language, using daily conversations, stories, songs and shared thinking to extend vocabulary. Mathematical learning is embedded across the curriculum. For instance, through counting during water play and exploring shapes and measure. Leaders prioritise children's physical, personal, social and emotional development through daily active play and predictable, nurturing routines. Leaders and staff know children and families well, including those who are disadvantaged or have special educational needs and/or disabilities, and adapt teaching sensitively to reduce barriers to learning.

Achievement: Expected standard

Typically, children communicate their needs, share their ideas and join in confidently with learning. They make secure progress from their starting points and build knowledge securely over time. Children develop communication and language skills through regular opportunities to listen, understand and use new words in everyday activities. For example, staff introduce words, such as 'lava' and 'eruption', as children play.

Children who are disadvantaged or have barriers to their learning continue to move forward from their individual starting points. They fully engage in learning, develop confidence and benefit from support that reduces barriers to their learning and wellbeing. Differences in progress narrow as children gain the skills they need to succeed.

Overall, children are prepared well for their next stage of learning, including school. They show independence, manage routines and transitions, and use early reading, writing and number skills in purposeful ways. Children approach new experiences with confidence and curiosity, supporting continued success in future learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have high expectations for children's behaviour and conduct. They establish clear, consistent routines that help children to understand how to behave appropriately. Older children use agreed golden rules to support their understanding of expectations. Staff model calm and respectful behaviour and reinforce boundaries sensitively, stepping in promptly to help children resolve disagreements. They consider children's age, stage of development and individual circumstances, when supporting behaviour. For example, older children are encouraged to take responsibility by tidying resources before joining their daily group exercise session. This helps children learn to cooperate, take turns and work alongside others.

Staff build warm, responsive relationships with children and regularly praise their efforts, which supports children's wellbeing and self-esteem. Children are helped to understand and manage their emotions through planned activities, such as using mirrors to explore and draw different facial expressions. Leaders promote the importance of regular attendance and punctuality with parents, recognising that this enables children to access their full early years entitlement and benefit fully from the curriculum.

Children's welfare and wellbeing: Expected standard

Children's welfare and wellbeing are generally prioritised across the nursery. Effective care practices typically ensure that children's individual needs are met appropriately. Settling-in procedures routinely include detailed home telephone calls that help support children's emotional wellbeing from the outset. Key persons take time to get to know each child and their family, enabling staff to tailor care and learning to children's unique needs. This approach is effective for disadvantaged children and those with special educational needs and/or disabilities.

Typically, relationships between staff and children are well established. Babies and young children form secure attachments with familiar adults and naturally seek comfort and reassurance when needed. Staff generally support children to recognise, express and manage their emotions through warm, responsive interactions and focused activities, such as sharing 'The Colour Monster' story using props.

Children are routinely supported to develop their physical development, personal safety, health and wellbeing. For example, children generally benefit from daily outdoor play where they run, climb and complete obstacle courses together. Staff are mostly close by to remind children to climb and balance safely. The nursery cook provides healthy and well-balanced snacks and meals each day. Daily routines, including sleeping, weaning and feeding, are generally well risk assessed, flexible and responsive to children's individual needs. Staff work closely with parents to ensure routines largely reflect children's home experiences, helping to support their comfort, security and overall wellbeing.

Leadership and governance: Expected standard

Leaders place high regard on staff wellbeing and workload when making decisions. They provide clear expectations and maintain an open-door policy. Staff attend regular training to support their professional development and strengthen practice. They receive supervisions to discuss practice and development targets. However, these are not yet completed consistently. Leaders have recognised this and have plans in place to ensure supervisions are more regular. Staff report that they enjoy working at the nursery, contributing to a positive and welcoming atmosphere.

Leaders are reflective and demonstrate commitment to improving outcomes for all children. They have an accurate understanding of the setting's strengths and areas for development, which informs ongoing improvement. For instance, leaders have introduced an additional room to strengthen provision for older children, ensuring they are well supported as they prepare for their transition to school. Decisions made by leaders consistently reflect the best interests of children, particularly those who are disadvantaged. The provider ensures that leaders are well supported, enabling them to make confident decisions and maintain effective practice across the nursery.

Partnership working is well embedded. Leaders work closely with parents and external professionals to support children's individual needs and to secure timely advice when required. Open communication with families is prioritised, and parents value how well staff work collaboratively to support children's progress. Families are encouraged to engage through an online application, stay-and-play sessions and daily conversations. This supports children's learning, wellbeing and sense of belonging.