Kids Planet Prestbury

Kids Planet Prestbury

Unique reference number (URN): 2842346 Address: Alderley Road, Prestbury, Macclesfield, Cheshire, SK10 4RH Type: Childcare on non-domestic premises Registered with Ofsted: 23/04/2025 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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Achievement Expected standard

Children, including children with gaps in their learning and those who speak English as an additional language (EAL), make steady progress across the 7 areas of learning. Younger children hear language modelled regularly. They are delighted to repeat the names of animals as they play. Children quickly progress to using two-word sentences. Older children demonstrate strong communication skills. They recall past adventures with friends and listen to each other as they turn take in conversation.

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Achievement Expected standard

Children become increasingly able to collaborate with their peers. Preschool children are skilled negotiators. They work together to set up chairs to make a minibus. Their strong social skills will support them in future learning. Children demonstrate a 'can-do' attitude. They show high levels of perseverance and concentration as they carefully scoop food onto their plate at lunch. Children are delighted with their growing independence. They develop a positive self esteem and a good attitude to learning.

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Achievement Expected standard

All children make steady progress from their starting points. Where children have gaps in learning, these gaps typically close, and children make progress alongside their peers. Children are well prepared for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have developed a welcoming setting. Children copy the kind and considerate behaviours that are consistently demonstrated by staff.

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Behaviour, attitudes and establishing routines Expected standard

Staff consider each child's current ability when setting expectations. For example, they use visual aids and signs to support children with less language. Staff help older children to think and make choices. They encourage children look at the weather when deciding if a coat is needed to play outside. Leaders encourage staff to be respectful of children. They remind them to wait for children to finish activities before completing care tasks.

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Behaviour, attitudes and establishing routines Expected standard

Staff and children develop relationships that are happy and trusting. Staff working with babies pay close attention to children's current routines, likes and dislikes. They talk with parents/carers to ensure the settling in processes consider children's current experiences and needs. All children settle well. They are happy in the care of the kind staff.

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Behaviour, attitudes and establishing routines Expected standard

Leaders work flexibly with parents to prioritise and support good attendance. Children typically attend regularly. This helps children to get maximum benefit from the setting.

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Behaviour, attitudes and establishing routines Expected standard

Leaders identified that some transitions needed action and have made some adjustments. For example, changes have been made to reduce the time children wait before moving to outdoor play. This has helped children to remain engaged during these times.

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Children's welfare and wellbeing Expected standard

Leaders have embedded a secure key-person system. Children demonstrate secure relationships with their key person and other staff who care for them. Staff talk confidently about children's likes and dislikes. They know what comforter to offer when children are tired or going to sleep.

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Children's welfare and wellbeing Expected standard

Leaders and staff work in close partnership with parents to support children's wellbeing and progress. Activity bags are provided for parents and children to enjoy at home. Parents comment on how much they and their children enjoy sharing stories from the settings book lending library. Children benefit from a consistent approach.

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Children's welfare and wellbeing Expected standard

Children show secure skills of independence. Young children are supported to use a spoon to eat their meals. Pre-school children help set up the table for lunch and independently serve their own food. Children learn to manage appropriate risks. For example, how to negotiate steps safely. Staff generally help children to consider their emotions as they play. For example, they ask children how they feel when their friends share resources or when they have to wait their turn. This helps children to recognise and express their emotions.

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Children's welfare and wellbeing Expected standard

A consistent routine is in place and is generally effective. However, managers have identified that some transition times are less effective, and they are working with staff to support these times. Strong partnership with parents helps staff to gather important information about children's individual needs. Staff discuss babies' stage of weaning with parents and care is taken to ensure this remains consistent between the setting and home.

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Curriculum and teaching Expected standard

The curriculum is effectively designed to support all areas of learning. Staff make adaptations as needed to ensure that all children, including children with gaps in learning, can make steady progress. The curriculum has a clear focus on personal and social development and supporting language and communication. From an early age, staff introduce clear single words to help children to communicate. For example, staff say 'squeeze' as children squeeze sponges. Children, including those who speak English as an additional language, typically demonstrate proficient speech and communication for their age and stage.

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Curriculum and teaching Expected standard

Children benefit from activities that enhance their creativity, social skills and imagination. Staff skilfully engage with children to encourage their turn taking and sharing during play. Children learn to listen and share ideas with friends. They develop skills that will support future learning.

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Curriculum and teaching Expected standard

Children run, jump and balance as they join in activities that support physical development. Cookery sessions are planned to help children develop a secure knowledge of foods that are healthy. Staff plan opportunities to introduce mathematical concepts. Children talk about containers being full or empty. Older children learn to measure. They talk about items being long or short. Typically, teaching is effective. The setting is recently established and is working hard to embed high quality practice across a newly formed team. However, some staff show less confidence and knowledge of children's development. This means, their implementation of the curriculum is not consistently effective.

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Inclusion Expected standard

Partnership work is at the heart of the settings inclusive practise. The close collaboration between staff and parents supports children's progress. Most staff demonstrate a firm understanding of individual children's needs and the action they are taking to support progress, including where children have gaps in learning. Staff use observation and assessment well to monitor progress and to identify gaps. They offer additional support where required. Less knowledgeable staff know who to approach to support them in considering ways to adapt and support engagement. They follow the role modelling of more established and knowledgeable staff. This supports the progress of all children.

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Inclusion Expected standard

Leaders for special educational needs demonstrate enthusiasm and a desire to be appropriately informed so that they can support staff and children. They attend meetings and collaborate with other professionals, such as health visitors and speech therapists. They work closely with staff and parents to ensure there is a coordinated approach to support offered. Leaders discuss how any additional funding could be used if it was in place for individual children. Leaders are keen to support staff with specific training to help children make progress.

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Leadership and governance Expected standard

Leaders acknowledge the setting is recently established and staff skills differ due to levels of knowledge, skills and experience. They have ambitious plans for supporting practice that leads to continual progress. This includes coaching and modelling from more experienced staff, alongside regular training. However, supervision is not yet effective in helping leaders assess how staff use new information to improve their practice. Leaders do not monitor the skills and knowledge of all staff precisely enough to embed consistently high quality teaching across the provision. Leaders have worked hard in a short time to make staff feel secure and staff report that they feel well supported and valued. There are robust systems in place for safer recruitment.

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Leadership and governance Expected standard

Leaders know the families attending and secure partnerships with parents are a strength. They understand the importance of this in offering appropriate care and learning. Leaders ensure that resources are available so families can easily replicate learning at home. For example, outdoor learning bags are available for families to take. Recipe cards are sent home so families can re-create healthy foods that their children enjoy. Continuing learning at home is firmly embedded in the teaching and the curriculum offered.

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Leadership and governance Expected standard

Leaders typically demonstrate their ability to correctly identify the strengths of the setting and any areas for improvement. They are currently working with staff to make transitions more effective and have already noted some positive results.

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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

Leaders offer a curriculum that engages children and encourages independence, communication and learning through exploration. Activities are planned following children's current interests and children are delighted to join in. Young children smile at staff as they clap their hands and watch in wonder as bubbles float into the air then fall to the ground. Older children collaborate with friends as they recall an outing. They record this past learning together in pictures, demonstrating secure recall skills. These experiences develop skills that can support future learning.

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Inspector:

Lynn Richards Staff know children well and teaching in planned to support children's progress. For example, staff plan activities to build children's strength and balance. Babies progress from crawling to standing. Older children develop their coordination and balance. All children are encouraged to manage self-care tasks. Babies learn to manage spoons when eating. Pre- school children demonstrate high levels of concentration as they serve food and pour their own drinks. Staff praise their achievements.

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Inspector:

The knowledge staff have of each child helps them to adapt experiences so that all children can engage. They adapt the numbers of children in group activities to encourage engagement of children who find larger groups difficult. Where children are not making expected progress, staff are swift to note this. They offer targeted support, working with specialists where required. All children make progress in readiness for their next stage of learning.

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Inspector:

Communication for children is a priority. Children, including children who speak English as an additional language, become confident communicators. Babies build their vocabulary as they learn new words. Older children demonstrate proficient communication as they retell adventures. Children make steady progress in their communication.

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Inspector:

The nursery supports children to consider their own safety. Children talk about wearing seatbelts when they travel on the minibus. Staff demonstrate how to use resources such as scissors safely. Children develop knowledge that helps to keep them and others safe.

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Next steps

Leaders should continue to strengthen staff's knowledge and skills so that all staff consistently implement the curriculum and offer consistent high-quality teaching. Leaders should assess staff knowledge following development opportunities, to identify how new learning can be implemented to make improvements in provision.

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About this inspection

The inspector spoke with leaders, staff, special educational needs coordinator and designated safeguarding lead 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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Address:

Alderley Road Prestbury Macclesfield Cheshire SK10 4RH

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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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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

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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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