Kids Planet Hale

Kids Planet Hale

Unique reference number (URN): EY419408 Address: 187 Hale Road, Hale, ALTRINCHAM, Cheshire, WA15 8DG Type: Childcare on non-domestic premises Registered with Ofsted: 17/11/2010 Registers: EYR, CCR, VCR 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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Inclusion Strong standard

Leaders and staff work thoroughly and consistently to ensure that children with special educational needs and/or disabilities (SEND) receive timely observations, carefully tailored support plans and responsive interventions. Staff identify needs early, monitor progress closely and adapt provision swiftly. They work proactively with parents and external professionals to review outcomes and refine strategies. This ensures a highly effective and coordinated approach.

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Inclusion Strong standard

Parents of children with SEND highlight the strong partnerships established with staff and the open, ongoing communication that underpins practice. Staff demonstrate a clear commitment to inclusion by attending additional training sessions, including learning sign language. As a result, staff are able to communicate more effectively with children who are non-verbal and those who use sign language. This reflects a determined and thoughtful approach to meeting children's individual and unique needs.

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Inclusion Strong standard

Children who receive additional funding or those who may face barriers to their learning benefit from well-targeted support. Staff quickly identify emerging gaps and implement focused interventions to address them. Staff strengthen home learning links, particularly for disadvantaged children, to ensure consistency between the nursery and home. As a result, children make strong progress from their starting points.

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Achievement Expected standard

Children make consistent progress from their individual starting points, including children with special educational needs and/or disabilities. All children grow in confidence across all areas of learning. They develop increasing independence as they learn to use a knife and fork safely and to drink confidently from an open cup. Children practise important social skills every day as they share resources, take turns and engage in collaborative play with their friends. Through group activities and daily routines, children strengthen their listening and attention skills as they respond to instructions and maintain their focus for longer periods of time.

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Achievement Expected standard

Children build resilience as they try new challenges and take pride in their achievements. For example, toddlers delight as they use physical apparatus and smile proudly when they reach the top. Children are able to communicate their ideas, solve problems together and show curiosity in their learning. They are developing the skills, knowledge and attitudes needed for the next stage of their learning, including school.

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Behaviour, attitudes and establishing routines Expected standard

Children benefit from a positive and nurturing environment where staff build purposeful and respectful relationships with them. Staff model kindness and children respond with cooperation and enthusiasm. Leaders actively promote the importance of good attendance and contact parents and carers promptly to identify and remove any barriers that may prevent children from attending regularly. As a result, children attend consistently and engage fully in the learning opportunities available.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have carefully reviewed daily routines, particularly in the toddler room, and have introduced thoughtful improvements to ensure smoother transitions and greater engagement. These changes are already having a positive impact and are helping children to remain focused and settled throughout the day.

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Behaviour, attitudes and establishing routines Expected standard

Children feel happy, secure and valued. They demonstrate a clear awareness of what happens next as staff use visual timetables, 'now and next' boards and objects to aid their understanding. These strategies support children with special educational needs and/or disabilities and those who speak English as an additional language, enabling them to participate confidently.

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Behaviour, attitudes and establishing routines Expected standard

Staff support children to understand expectations, and most children follow routines confidently. However, staff do not always explain the consequences of children's actions to deepen their understanding of unwanted behaviours and of right and wrong.

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Children's welfare and wellbeing Expected standard

Staff prioritise children's welfare and wellbeing and tailor care practices to meet each child's individual and unique needs. They gather detailed information from parents and use this effectively to provide consistent, personalised care. There is a robust and successful key- person system where staff build secure and responsive relationships and develop strong attachments with children. This is particularly evident in the baby room, where nurturing interactions help babies to feel safe, settled and confident to explore.

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Children's welfare and wellbeing Expected standard

Children develop their physical skills through daily opportunities for active play. They participate in purposeful physical exertion activities known as 'POW' that focus on children's pulse, getting out of breath and being warm. Children create obstacle courses and operate wheeled toys with confidence. Staff provide sport sessions, mindfulness activities and 'stretch and grow' experiences that promote coordination, balance and body awareness. As a result, children build strength, stamina and confidence in their movements.

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Children's welfare and wellbeing Expected standard

Children enjoy healthy, balanced meals and nutritious snacks. Staff make mealtimes a social occasion, encouraging conversation and positive relationships. Children's emotional wellbeing is given high regard. Staff create calm spaces and provide special interest bags to help children regulate their feelings. These strategies enable children to manage emotions effectively and develop increasing self-control.

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Curriculum and teaching Expected standard

Leaders demonstrate a secure understanding of the quality of the curriculum and teaching. They observe practice regularly and provide purposeful coaching and modelling to strengthen staff performance and drive improvement. Staff adapt their teaching appropriately to support children with special educational needs and/or disabilities and those who may face barriers to their learning. The curriculum is carefully sequenced and understood by staff. It builds progressively on children's existing knowledge and skills, enabling them to deepen their understanding through well-planned activities that consolidate their learning over time.

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Curriculum and teaching Expected standard

Mathematics is taught explicitly and meaningfully. Younger children delight in number songs, rhymes and puzzles that develop early counting skills. Older children learn to recognise written numerals and match them to quantities. At the water tray, staff introduce mathematical language related to volume and capacity. This helps to embed children's learning as they play.

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Curriculum and teaching Expected standard

The curriculum places a strong emphasis on physical development and children's personal, social and emotional growth. As a result, children develop confidence, resilience, coordination and independence. These essential skills equip them with the secure foundations needed for future learning.

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Curriculum and teaching Expected standard

Communication and language are prioritised at the nursery. Staff consistently model rich vocabulary, ask thought-provoking questions and use repetition effectively to reinforce understanding and extend children's language. However, leaders have not yet ensured that all staff fully understand the potential impact of prolonged dummy use on children's developing speaking skills.

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Leadership and governance Expected standard

Leaders demonstrate a sound ability to purposefully evaluate the success of the nursery. For example, leaders have accurately identified strengths and areas for development and have set clear priorities for improvement. The current focus on refining children's daily routines and strengthening staff training is beginning to have a positive impact.

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Leadership and governance Expected standard

Staff benefit from regular supervision meetings that provide opportunities to reflect on their practice, discuss children's progress and identify professional development needs. Targeted training strengthens staff's knowledge and skills, and this has a positive impact on children's experiences and helps to ensure that teaching and care practices continue to improve.

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Leadership and governance Expected standard

Partnerships with parents are a particular strength of the nursery. Leaders and staff communicate openly and frequently and value parents' contributions. This ensures that they work collaboratively to support children's learning and development. Multi-agency partnerships are effective, and leaders engage proactively to ensure timely interventions and coordinated support for children who require additional help.

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Leadership and governance Expected standard

Leaders prioritise staff wellbeing. They foster a supportive team culture, encourage open communication and sensitively consider workload and professional needs carefully. This positive leadership approach promotes stability, morale and high-quality provision for children.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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

Children enjoy attending this vibrant and nurturing nursery where they quickly develop a strong sense of belonging and increased confidence. From their very first days, children are welcomed into an environment that values their individuality, celebrates their achievements

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Inspector:

Karen Cox and supports them to thrive. Warm relationships with staff help children to feel safe and secure and allow them to explore, take risks and flourish in their learning.

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Inspector:

Staff know children well. They use their professional knowledge to deliver a sequential and meaningful curriculum that helps children to make clear progress in their skills, knowledge and behaviour. As a result, children develop their social, communication and independence skills in a warm and safe environment. A love of stories is woven throughout the curriculum. Children gather eagerly for story times, where familiar tales spark imagination and new vocabulary. 'Circle times' provide a structured opportunity for children to express their thoughts, listen to others and build social awareness. During group activities, children cooperate with one another, take turns and solve problems. They build towers, create artwork and sing together, where they learn how to work alongside others and celebrate shared success.

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Inspector:

Generally, children behave well because they feel respected, understood and supported. Positive role modelling by staff helps children to manage their emotions and make thoughtful choices. Staff recognise each child's starting point and carefully plan experiences that build on what they already know. As a result, all children, including those with special educational needs and/or disabilities and those that speak English as an additional language, make good progress. Children display a genuine enjoyment for learning. They are engaged and motivated. Over time, children become increasingly independent, resilient and eager to participate.

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Next steps

Leaders should review how effectively staff support children to understand the consequences of their actions, including the clarity and consistency of explanations given when behaviour is unwanted. Leaders should evaluate staff's understanding of the impact of prolonged dummy use on children's developing speaking skills.

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About this inspection

The inspector spoke to children, staff, senior leaders and parents during the inspection.

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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.

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Address:

187 Hale Road Hale ALTRINCHAM Cheshire WA15 8DG

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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 - 18:30

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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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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.

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Urgent improvement

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

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Urgent improvement

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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