Kids Planet High Bank

Kids Planet High Bank

Unique reference number (URN): 2748079 Address: High Bank Farm, Cleasby Road, Stapleton, Darlington, DL2 2QE Type: Childcare on non-domestic premises Registered with Ofsted: 02/10/2023 Registers: EYR Registered person: Kids Planet Day Nurseries Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children's progress across all areas of the curriculum is excellent. They develop a love of learning because of the wide variety of stimulating experiences provided. Through these activities, and daily routines, all children acquire a wealth of knowledge and skills to equip them for their next stage in learning, including transition to school. They develop age- appropriate skills, such as using cutlery, washing their hands and managing outdoor clothing. Also, importantly, children learn how to play alongside their peers, develop friendships and confidence in a range of different contexts.

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Achievement Strong standard

Children who face any barriers to learning make clear and sustained progress from their starting points. Parents of children with special educational needs and/or disabilities recognise their children's achievement and value the way they are encouraged to promote their children's learning further at home.

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Achievement Strong standard

Children become confident communicators through a carefully sequenced approach. In the baby room, children start to vocalise through making sounds and babbling. This progresses as tots and toddlers start to use single words and use simple phrases. Older children develop a rich vocabulary, for example they describe the weather as 'gloomy'. When discussing a book, children confidently refer to the author and illustrator.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have created a harmonious environment, where children feel safe and secure. Children form secure bonds with their key persons. Staff then encourage children to interact with other familiar adults. They are skilled at helping quieter children to develop their confidence as they gradually support them to play alongside other children, progressing to participating in collaborative play as they further enhance their skills. Consistent daily routines in every room contribute considerably to children's sense of belonging, and the nursery's calm and purposeful atmosphere. Younger children recognise that it is time for a nap as staff quietly help them to find their own mats.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is exemplary. Their positive attitudes to learning are evident throughout the nursery as children play and learn together companionably. Staff are clear and consistent as they introduce different rules and boundaries, which are fully in line with children's ages and stages of development. Children who occasionally struggle to regulate their behaviour receive targeted support to help them to understand and manage their emotions.

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Behaviour, attitudes and establishing routines Strong standard

Leaders are committed to working with parents to maintain regular attendance. They ensure parents recognise that establishing stable routines at home and at nursery supports children's transition to school.

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Children's welfare and wellbeing Strong standard

Leaders prioritise children's welfare and wellbeing. This is achieved successfully because they know the children and families who make up the nursery community incredibly well. Consequently, they ensure that the nursery's policies and procedures are fit for purpose. Children demonstrate strong attachments to staff as they welcome cuddles and reassurance.

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Children's welfare and wellbeing Strong standard

The nursery team promote children's good health extremely well. Hygiene standards are effective and children become increasingly confident in managing their own care needs. The food provided is healthy and adheres to current nutritional standards. Arrangements for children with special dietary requirements are well established.

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Children's welfare and wellbeing Strong standard

Embedded routines help children to learn about the importance of fresh air, exercise and rest. For example, older children engage in a physical activity, to expel some of their energy, before lunch. At the end of the activity, children lie down and practise deep breaths to regulate their bodies. Children's behaviour and manners at mealtimes are exceptional.

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Children's welfare and wellbeing Strong standard

Staff support children to understand how to keep themselves safe. For example, they explain to toddlers how they might hurt themselves if they stand on chairs. Older children are learning about what is expected of them before staff start to light the firepit outside.

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Curriculum and teaching Strong standard

Leaders have ensured that there is a clear curriculum, which is carefully sequenced and based on a very secure understanding of child development. They communicate this successfully to staff, who are very confident in describing what they want individual children to learn.

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Curriculum and teaching Strong standard

Highly effective teaching is a real strength of the nursery. Staff ask plenty of open questions to support children to develop their thinking skills. They use closed questions to assess children's understanding. Staff are excellent play partners, modelling skills to extend children's learning and giving suggestions about what they might do next. This is balanced extremely well and does not detract from children developing their own ideas and creativity.

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Curriculum and teaching Strong standard

There is a strong focus on promoting children's communication and language skills. Staff carefully select appropriate songs, and books to support children's learning. They introduce mathematical language systematically when toddlers cut fruit, for example, they compare shapes and sizes. Staff introduce effective strategies to support children to count and carry out simple calculations.

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Curriculum and teaching Strong standard

The curriculum and teaching at the nursery are ambitious for all children. Where children face barriers to their learning, staff are skilled at adapting their approach to make opportunities meaningful, for example, by introducing different resources.

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Inclusion Strong standard

Highly effective leadership embeds inclusivity across the setting. Staff closely monitor children's progress and very quickly identify when they need support. Leaders regularly review assessments and hold reflective discussions to decide on any interventions, involving parents and carers early. Staff make swift referrals to other professionals and maintain clear communication to ensure a highly coordinated approach. When children have special educational needs and/or disabilities (SEND), staff use individual plans to guide their support and proactively review these regularly to reflect all children's emerging needs.

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Inclusion Strong standard

Staff benefit from a range of high quality training to support their inclusive practice. They describe how they have recently implemented strategies from communication and language training to support children with SEND's speech development. They explain the positive impact it has had on individual children's progress.

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Inclusion Strong standard

Leaders are quick to identify a range of different barriers to children's learning or wellbeing. These may relate to changes to children's home life or children who speak English as an additional language. Staff ensure all children gain a sense of belonging, for example, by providing resources to help children to see similarities and differences between themselves and others. Any additional funding is utilised judiciously in children's best interests.

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Leadership and governance Strong standard

Leaders know the nursery exceptionally well. They review and evaluate the practice regularly, alongside senior leaders from the nursery group. Together, they identify ways to enhance provision even further.

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Leadership and governance Strong standard

Leaders recognise the needs of the community the nursery serves. They provide suggestions to support children's learning at home. They offer flexible times for drop-in sessions for parents of children with special educational needs and/or disabilities. Leaders also share valuable information via the nursery app. Recently, this has included advice on how to manage a health emergency.

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Leadership and governance Strong standard

Staff describe occasions where leaders have recognised and rewarded their efforts. Staff benefit from opportunities to develop and enhance their practice through regular supervision sessions and by completing a wealth of training. Less-experienced staff explain how mentors have supported them to develop their practice. The culture of supporting continuous improvement is firmly embedded.

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Leadership and governance Strong standard

The provider notified Ofsted of an incident, where staff failed to follow the nursery's policy in relation to the handling of children. The provider carried out a full investigation and took prompt action to ensure training was reinforced and staff fully understood what was expected of them. This has been monitored rigorously, and practice is now fully in line with the nursery's policy.

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What it's like to be a child at this setting

Children thrive in this highly nurturing and inclusive nursery. Passionate leaders inspire the dedicated staff team to provide excellent opportunities to support all children's learning and development. The nursery environment, both indoors and in the extensive outdoor areas, is set up to stimulate children's curiosity. They become deeply engrossed as they play. Babies explore their space with increasing confidence and giggle with delight as they feel the textures of sensory resources. Toddlers benefit from carefully planned opportunities to develop their mark-making skills. These are set up at different heights and with a range of materials to take account of children's preferences and learning styles. Older children exceed physical development outcomes through skilled and focused teaching of specific skills. They learn to manage risk safely, for example, by adapting their pace as they move around trees or muddy ground.

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What it's like to be a child at this setting

Children are treated with the utmost care and respect by staff, who know them very well. Leaders and staff have a very secure knowledge and understanding of how to support children who may face barriers to their learning, including those with special educational needs and/or disabilities. Staff skilfully adapt learning opportunities to meet individual needs. The focus is on ensuring that all children experience activities that will offer some challenge but without feeling overwhelmed.

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What it's like to be a child at this setting

The atmosphere within the nursery is one of purpose and warmth. Lovely touches such as flowers on the tables at lunchtime, where staff and children enjoy eating together, help children gain a sense of belonging. There is a wonderful balance between children being given time to do things themselves, and occasions when staff intervene to support children's development. Staff work hard to make sure children feel settled and secure. This starts from initial visits and is continued as children make the transition into different rooms.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, and those who may face other barriers to their learning and/or wellbeing.

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Address:

High Bank Farm Cleasby Road, Stapleton Darlington DL2 2QE

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Kids Planet Day Nurseries Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 06:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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About this inspection

The inspectors spoke with leaders, practitioners, the special educational needs coordinator and parents and carers during the inspection.

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About this inspection

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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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this. This data is from 14 January 2026

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

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

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