Kids Planet Woolston

Inclusion: Strong standard

Leaders and staff are committed to ensuring all children consistently experience inclusive practice. They are proactive in providing an inclusive environment in which children, including those who are disadvantaged or have barriers to learning, receive targeted support. Staff are skilful in their interactions with children and have a detailed knowledge of child development. They swiftly identify children's individual needs and hold regular and detailed discussions with parents and carers. Precise next steps for learning are implemented, and rigorous monitoring enables leaders to evaluate children's progress effectively.

Staff are highly responsive to children's changing needs and ensure that strategies in place have a positive impact on outcomes for all children, to ensure that they reach their full potential. For instance, they thoughtfully adapt the daily routine so that every child can engage fully and have their individual needs met, such as by choosing to spend more time in the outdoor environment. This ensures that all children learn to regulate their emotions and learn in a way that meets their very unique and individualised needs.

Leaders ensure that staff feel confident in their roles and receive ongoing training and support so that they can be highly effective when supporting children with special educational needs and/or disabilities. Leaders' use of additional funding is purposeful and targeted. For example, they develop visuals, communication books and home learning resources.

Curriculum and teaching: Strong standard

Leaders provide a safe and highly stimulating environment where all children feel valued, confident and happy. Staff accurately assess children's progress to identify children's starting points and next steps. As a result, teaching is adapted precisely, and all children, including those facing barriers to learning, make excellent progress from their starting points across all areas of development.

Older children use extensive vocabulary, for example using the words 'habitat' and 'antennae' as they describe the differences between insects, spiders and ladybirds. They talk about the life cycle of a butterfly and explain how cows make milk. Staff provide abundant opportunities for children to develop a deep love of books, songs and rhymes. Children excitedly sing and read together, showing enthusiasm and engagement in literacy-rich experiences. They recall familiar stories in their play. For example, toddlers talk about how the bear might be feeling after listening to a story about a 'Bear Hunt'.

Staff promote mathematical learning well through counting and thought-provoking problem-solving. For example, children follow a magic potion recipe, adjusting the number of ingredients to fill different-sized containers and using mathematical language such as 'big' and 'small'. Staff encourage curiosity and extend children's thinking, supporting them to test ideas and explore materials independently.

Achievement: Strong standard

Children make significant progress from their starting points, including children with special educational needs and/or disabilities or those that face other barriers to learning and/or wellbeing, as they make excellent progress in their learning and development. From the earliest stages, children build extremely positive relationships with their friends and staff. Children thrive in the language-rich environment and participate in meaningful conversations with each other.

Children make choices in their play and confidently help themselves to toys and resources. Babies develop listening skills as they hear stories and songs. They show resilience as they navigate the environment, paint pictures and develop their physical skills. Children have every opportunity during daily routines to learn the skills needed to be independent learners. Children who face barriers to their learning have personalised learning plans and are set measurable targets that are regularly reviewed. This helps them to achieve extremely well and gain key skills necessary for confidently moving on to the next stage in their learning.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff create a nurturing and inclusive environment with firmly embedded and consistent boundaries. Staff understand that each child develops at their own pace, and they plan activities to complement this. They skilfully consider each child's age, stage of development and individual needs. Staff adapt routines to suit each individual child. For example, they adjust feeding routines and activities.

Relationships between staff and children are warm and responsive. Staff have a deep understanding of each child's needs and stage of development. Staff model emotional language, enabling children to recognise their feelings and regulate their behaviour. Children consistently demonstrate increasing social awareness, follow instructions, develop friendships and begin to show care for others. Staff reinforce positive behaviour and provide targeted support where needed. This ensures that all children feel included and ready to learn. Consequently, children behave extremely well.

Leaders promote punctuality and regular attendance, working closely with families to identify any barriers to this and provide timely support. Children have established warm and trusting relationships with their key people. They are eager to take on responsibility and grow in independence as they pour drinks, regulate their emotions and care for their environment. Communication with parents and carers is positive and proactive, ensuring continuity between home and the setting. Children show highly positive attitudes. Leaders adapt sessions and times to suit family needs.

Children's welfare and wellbeing: Strong standard

Leaders and staff provide exceptionally high-quality care that meets all children's individual needs extremely well. Relationships are respectful, warm and effective in promoting children's wellbeing and all children have a strong sense of belonging, including those who may face barriers to their learning and/or wellbeing. Care practices take into account the personal needs of children of all ages, including those with special educational needs and/or disabilities.

Leaders and staff make sure that mealtimes are opportunities to promote children's good manners and social skills. As a result, all children become increasingly able to manage their own personal needs and can explain the importance of nutritious food, toothbrushing and exercise. Staff support children's physical development through providing safe spaces for them to move around, climb, balance and risk assess their own play. Staff teach children about making healthy choices around food, rest, exercise and screen time.

Staff help children learn to recognise and express their own emotions. They name emotions and model consistently calm and nurturing behaviour. This helps children to form secure attachments. Children feel safe and secure in the highly organised and calm environment because staff know them well and carefully plan transitions. Daily routines for sleeping, weaning and feeding follow each child's needs precisely. This helps children feel safe and settled.

Leadership and governance: Strong standard

Leaders and those responsible for governance are highly reflective and have an accurate overview of the setting's strengths and areas for improvement. Leaders continually review, refine and adapt the provision to ensure it remains of a consistently high quality. Leaders work very closely with staff, external professionals and families, providing expert guidance, targeted support and effective strategies to ensure every child makes the progress they are capable of at the setting and at home. Children with special educational needs and/or disabilities and those who face barriers to their learning are given excellent support by the special needs coordinator and well-trained staff.

Leaders respect and value the contribution that staff make and thoughtfully consider their wellbeing and workloads. Professional development is a clear priority and staff attend training to support the needs of children in their care. Recent training around safer eating has significantly reinforced staff knowledge and ensures safety at mealtimes. Staff are highly dedicated to providing the best possible outcomes for children. They comment positively on the support and encouragement leaders provide.

Leaders work collaboratively with parents and carers and a range of other professionals. For example, parents are involved in meetings about their child's individual care and transition plans. They report that their children have flourished, in particular their communication skills. Leaders have established effective systems to support the quality of provision and promote high standards for children's attendance.