Kids Planet Ashton

Inspection of Kids Planet Ashton Queen Street, Ashton-under-Lyne OL6 6NW

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children feel happy and secure at the setting. They come in happily and are greeted by approachable, friendly staff. This makes the children and parents feel safe. Children settle quickly and are eager to explore the room. When children are a little unsettled, staff use effective strategies to ease children into the day. For example, they provide reassurance and allow children time to settle in before taking off their jackets.

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The provision is good

Staff support the children by narrating children's play and ask appropriate questions. This extends children's learning. Children of all ages and stages greet visitors warmly. For example, older children eagerly show visitors what they are eating and talk about their new bags in preparation for school. Babies demonstrate they are settled as they run up and wave. Children in all rooms show a love for stories and songs. Children are seen enjoying books with and without adults. This is supported by staff who eagerly encourage children to share books and sing songs throughout the day.

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need to do better?

n Learning at the setting is led by children's interests and curiosity. For example, children in one pre-school room access lots of art and craft activities, while in another pre-school room, they complete mark-making activities. However, this means that the curriculum is not always planned and sequenced coherently for all children. The curriculum does not build on what children know and can do clearly enough. n Staff know individual children's targets. They regularly share assessments of children with parents. However, the curriculum is not aways ambitious for all children. For example, staff talk confidently about children's next steps but do not always link learning to help children to meet them. This means that the curriculum does not always effectively challenge children at an individual level. n Staff address behaviour concerns swiftly and effectively when needed. For example, staff are quick to remind children to use 'kind hands'. Where

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need to do better?

appropriate, they redirect children. This means that children's behaviour is quickly addressed, and issues do not have the time or opportunity to escalate. n Parent partnership at the setting is strong. Parents talk highly of the setting and its strong communication methods. They share that daily handovers are detailed and that 'nothing is too much for the staff'. In addition, they share that staff are so approachable that children want to greet all staff in the mornings on drop off. This shows that children and parents feel secure, safe and valued by setting staff. This makes drop off and collection a positive experience for all. n The setting identifies children who need additional support early. It works closely with parents to make appropriate referrals in a timely manner. Staff put targets

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need to do better?

30 July 2025 in place in the interim and self-reflect on what they offer children. This means that children make progress towards their own targets in these instances. n Leaders consider children and staff well-being at the setting. Children access mindfulness meditation sessions. Staff take part in 'Well-being Wednesdays', which include events such as shared lunches and activities. This promotes and supports a positive culture within the setting. n Leaders monitor and carry out supervision of staff. They attend staff meetings and carry out room leader meetings. However, supervisions are not always precise and reflective. For example, leaders identify strengths for both teaching and learning yet do not pick up on areas for improvement, such as addressing misconceptions and asking children critical questions. This leads to staff not thinking critically enough about children's practice and how they can further

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need to do better?

improve practice to support children learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n strengthen the use of assessment to plan learning that is closely linked to individual children's needs n enhance the curriculum so that it builds on children's learning over time n develop supervision to support staff to continually develop their practice.

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Setting details

Unique reference number 2739932 Local authority Tameside Inspection number 10399607 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 110 Number of children on roll 134 Name of registered person Kids Planet Day Nurseries Limited

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reference number

Telephone number 0161 343 4500 Date of previous inspection Not applicable

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Information about this early years setting

Kids Planet Ashton registered in 2022. The nursery employs 35 members of childcare staff. Of these, two hold a level 6 qualification, three hold a level 4 or 5 qualification, 15 hold a level 3 qualification, nine hold a level 2 qualification, and six are unqualified. The nursery opens Monday to Friday for 52 weeks of the year. Sessions are from 7.30am until 6pm. The setting offers government-funded places for children aged from nine months to four years. It also offers places for children in receipt of funding for disadvantage and runs a holiday club for children aged four to 12 years.

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Inspection activities

n The manager and inspector completed a learning walk together and discussed the early years curriculum. n Children communicated with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n Parents shared their views with the inspector. n The inspector carried out a joint observation with the manager.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

30 July 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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