Kids Planet Crewe

Kids Planet Crewe

Unique reference number (URN): EY437225 Address: 110 Sydney Road, CREWE, CW1 5NF Type: Childcare on non-domestic premises Registered with Ofsted: 21/10/2011 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 Expected standard

Children secure new knowledge and skills as they take part in the curriculum. All children, including those with less vocabulary and those who speak English as an additional language, use visual cues and Makaton to aid communication. They make consistent progress and are confident communicators.

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Achievement Expected standard

Children who face barriers to their learning, including those with special educational needs and/or disabilities, make impressive progress from their starting points. They benefit from the adaptations made to activities, enabling them to take part, practise skills and gain independence. Children use new words, which helps them to join play with their friends and develop their confidence.

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Achievement Expected standard

Children build their knowledge of number, and they develop physical skills and confidence at a steady pace. They work hard to squeeze lemons and twist lids off pots. They show a 'can- do' attitude as they keep trying with tasks. They develop a positive attitude and learn skills that help to prepare them for future learning.

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Behaviour, attitudes and establishing routines Expected standard

Children develop a sense of security because staff are welcoming and nurturing. Staff consider children's current experiences and any events, such as a new baby at home, that might impact on how they are feeling. Their clear knowledge of each child means they understand children's needs and how to support them. Routines from home are followed for babies, and this helps them settle easily. Children generally follow daily routines. However, during free play and some group times, staff do not always give children effective prompts to support them to know what to do next. As a result, children occasionally wander without purpose because they are not sure of the expectations or routines.

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Behaviour, attitudes and establishing routines Expected standard

Staff model kindness and respect. They check with children before removing dummies or taking them to have their nappy changed. This helps children to feel valued, safe and secure. Overall, children's behaviour is positive. Even young children demonstrate lovely manners, saying 'thank you' to staff and friends. Children manage turn-taking well. They are encouraged to self-regulate by staff who understand how to support children to acknowledge their feelings. Staff respond calmly to children and offer consistent strategies to support any unwanted behaviours.

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Behaviour, attitudes and establishing routines Expected standard

Leaders monitor absence closely. They understand the importance of regular attendance and ensure this is supported for all children.

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Children's welfare and wellbeing Expected standard

Staff demonstrate a strong understanding of each child's individual needs, taking into account their family background, experiences and broader context. They share this knowledge effectively within the team to provide consistent support and to ensure that every child receives the support they need to thrive. This approach is particularly valuable for children with special educational needs and/or disabilities or those facing additional barriers to learning, because it helps them to feel secure and supported.

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Children's welfare and wellbeing Expected standard

Children are given safe opportunities to take manageable risks, such as using balancing equipment in the garden. These experiences help them develop confidence, resilience and coordination while learning to assess and manage challenges. Staff support children through modelling. For example, they guide pre-school children on how to cut fruit safely. This helps children to learn new skills safely and with confidence. Children are delighted when they manage tasks independently. Staff help children to recognise their emotions and encourage positive self-esteem.

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Children's welfare and wellbeing Expected standard

Leaders have noted the difficulties local families might have in accessing a dentist and have provided advice and practical resources to support regular toothbrushing at home. In addition, they have provided packs for families to take home and make healthy meals. Parents comment on the positive impact of these in creating healthy routines at home.

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Curriculum and teaching Expected standard

Leaders design an ambitious, inclusive curriculum that gives children the knowledge and skills they need for their next stage of development. Staff plan tailored activities to help children's continual development. Leaders are supporting some staff to implement the curriculum more effectively by improving their teaching and interactions.

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Curriculum and teaching Expected standard

Leaders focus the curriculum to meet the needs of the current group of children. They use a sports coach to support pre-school children in developing physical skills and teamwork. The curriculum supports progression from early communication and physical skills to independence and problem-solving. This planned sequence helps children build knowledge in readiness for their eventual move to school.

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Curriculum and teaching Expected standard

Leaders and staff use observations and assessments to plan children's next steps in learning. They act promptly when gaps in learning appear and ensure that all children make meaningful progress. Staff offer learning opportunities to meet individual children's needs. Teaching is delivered especially well for children with special educational needs and/or disabilities and where staff have identified gaps in learning and development.

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Curriculum and teaching Expected standard

Communication and language development are prioritised in each room. Staff introduce new words, and children gain an increasingly complex vocabulary. Staff strengthen mathematical learning through practical experiences. Children are supported to count out items they are using one item at a time. They develop an understanding of number order. Staff encourage turn-taking and problem-solving in play. For example, children consider how to twist and turn lids to open pots. Staff adjust the level of challenge so everyone can take part successfully.

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Inclusion Expected standard

Leaders and staff work closely with families to assess and support the needs of every child. They recognise the importance of consistent attendance. They prioritise building positive and effective partnerships with parents and carers to ensure that children can access the provision. Leaders make sure that decisions about additional funding are closely linked to each child's individual needs. For example, children benefit from resources purchased specifically to help them remain calm and engaged. Staff quickly identify when children need extra support. They use effective strategies, such as visual cues. These strategies enable children, including those with special educational needs and/or disabilities (SEND), to communicate and fully engage in all learning.

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Inclusion Expected standard

Staff work closely with other professionals to ensure that children and their families receive the support they need to thrive. Targeted support plans are created, monitored and shared with parents. This helps them stay informed about their children's progress. This collaborative approach ensures consistency between home and the setting and supports children's learning and wellbeing. Children make steady progress, and those with SEND demonstrate swift progress from their starting points.

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Leadership and governance Expected standard

Leaders have a good understanding of the context of the setting and use this knowledge to tailor the support and care they provide. Leaders regularly review practice and identify areas for improvement. Through supervision and coaching, leaders provide ongoing guidance to staff. A strength of the nursery is leaders' supportive approach. Staff report that they feel valued. Leaders work hard to help staff embed new knowledge and skills to contribute to children's learning and wellbeing.

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Leadership and governance Expected standard

Partnerships with parents are strong. Staff build relationships that enable them to gather detailed information about each child's individual needs, interests and home circumstances. Leaders are working to strengthen these partnerships even further, offering resources and guidance on supporting learning and healthy lifestyles at home. Parents are positive about the support they receive and the difference the nursery makes to their children's progress. Leaders work effectively with other professionals, including schools, to support smooth transitions for children as they move on. They demonstrate a strong approach to inclusion. They consider how the environment and curriculum can be planned and adapted where necessary to meet the needs of all children.

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Leadership and governance Expected standard

Leadership arrangements provide clear oversight, ensuring that safeguarding, wellbeing and professional development are prioritised. Leaders maintain appropriate expectations for staff and foster a culture of teamwork, trust and continuous improvement that supports children and families.

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

Children start each day with a calm, warm welcome from familiar staff. This helps them feel safe and ready to learn. Even the youngest children settle quickly. They demonstrate this as they beam at staff and crawl over to be close by them as they play. Children demonstrate confidence and a sense of belonging.

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

Children enjoy activities that spark their curiosity and encourage exploration. Pre-school children are fascinated as they mix items together, creating a chemical reaction. They delight as the mixture foams and bubbles. Staff encourage children to listen as the mixture 'pops' and 'fizzes'. They introduce new and descriptive language, which children copy. Generally, children follow established routines. However, occasionally, children are not guided to know what is expected of them and they are less sure of what to do for a short time.

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

Inclusion is a strength of this nursery. Staff use clear language, gestures and visual prompts so every child can join in and feel successful. These strategies support children with special educational needs and/or disabilities to take part fully and thrive. Children's progress is further supported through strong partnerships with parents. Staff create home learning bags and offer stay-and-play sessions for parents, sharing resources and ideas for children's learning. This helps children benefit from consistent learning between nursery and home. All children make steady progress and are prepared for the next stage in learning.

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

Staff generally demonstrate high-quality interactions. They position themselves at children's level and model wanted behaviours, such as turn-taking. This helps children to develop positive behaviours and social skills. However, leaders have identified that, on occasion, some staff's interactions are not as purposeful as others. They offer coaching and support to embed consistently high-quality interactions throughout the setting.

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

Leaders prioritise outdoor learning and physical opportunities for all children. Children learn that exercise is good for their bodies. They enjoy physical challenges where they stretch, bend and balance. Children make continual progress in their physical development, and they begin to build their knowledge about healthy lifestyles.

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Next steps

Leaders should consider ways to strengthen routines, so that children are supported to know the expected behaviours and remain engaged in purposeful learning throughout their day.

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About this inspection

The Inspector spoke with leaders, staff, the special educational needs coordinator, parents and children during the inspection.

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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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0 to 4

We carried out the inspection under section 49 and 50 of the Childcare Act 2006 on the quality and standards provision that is registered on the Early Years Register. The registered person must ensure 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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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

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

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