Kids Planet Kilburn

Kids Planet Kilburn

Unique reference number (URN): 2762157 Address: Rawson Green, Kilburn, Belper, DE56 0LN Type: Childcare on non-domestic premises Registered with Ofsted: 25/01/2024 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 demonstrate consistently strong attainment across the prime areas of learning, underpinned by highly effective communication, secure emotional development and well- developed listening and attention skills. For example, children separate confidently from their parents and greet staff warmly. They demonstrate secure bonds with their key persons, which supports their confidence to explore, communicate and settle quickly into activities. Children show excellent communication and language skills for their age and stage of development. They listen attentively during interactions, respond appropriately to questions and increasingly use rich and expanding vocabulary during play.

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Achievement Strong standard

Staff skilfully model language throughout the day, introducing new words and reinforcing meaning in context. For example, during sensory and exploratory activities, children confidently use vocabulary linked to texture, movement and change, and they begin to combine words to express ideas. Staff consistently support early language development through repetition, questioning and narrative play, ensuring children remain engaged and focused. Children's personal, social and emotional development is strong. They demonstrate high levels of confidence and emotional security, playing cooperatively, taking turns and showing consideration for others. Children move confidently and safely, showing control and coordination. Overall, children make strong progress in the prime areas, especially communication, listening and attention, which underpin their readiness for the next stage of learning and school.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have created a highly nurturing, inclusive environment where children thrive. The nursery is a happy, welcoming place, and staff demonstrate a deep understanding of each child as an individual. They are highly responsive to children's emotional and developmental needs, using consistent praise and encouragement to promote positive behaviour. As a result, children show excellent behaviour. They are kind, respectful and considerate of others. Staff are exceptional role models, consistently demonstrating politeness, respect and positive interactions with children, parents and visitors.

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Behaviour, attitudes and establishing routines Strong standard

Daily routines are exceptionally well embedded across the setting, including for the youngest children. Children demonstrate a secure understanding of expectations and confidently anticipate what comes next in their day. They take pride in their responsibilities, such as tidying resources and preparing for mealtimes. Older children confidently articulate rules and routines, including those linked to safety, showing a strong awareness of how to keep themselves and others safe. Leaders and staff place a strong emphasis on attendance and punctuality, working effectively in partnership with parents to promote consistency and stability for children. Mealtimes are calm, social occasions where children demonstrate a strong sense of belonging. Older children naturally take on supportive roles, helping younger peers with serving food and drinks. Staff skilfully adapt their support to meet individual needs, enabling all children to develop high levels of independence, confidence and

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Behaviour, attitudes and establishing routines Strong standard

resilience when engaging in new and challenging experiences.

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Inclusion Strong standard

Leaders and staff demonstrate a strong commitment to inclusion, ensuring that all children, particularly those with special educational needs and/or disabilities (SEND) as well as those with additional barriers to learning, receive high-quality support. They maintain ambitious expectations through an inclusive curriculum. Staff build a detailed understanding of each child through effective partnerships with parents, baseline assessments and ongoing observations. This robust approach enables staff to identify emerging needs swiftly and accurately. Well-established systems ensure that any concerns are promptly shared with leaders, and parents are actively involved in decision-making.

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Inclusion Strong standard

Individual support plans are implemented without delay and reviewed frequently to ensure they remain purposeful and responsive to children's progress. Where appropriate, leaders engage with external professionals and carefully implement their guidance to adapt teaching approaches and support. Leaders use additional funding strategically to minimise barriers to learning. They invest in staff training, targeted resources and flexible staffing, which ensures that children can fully participate in the provision. For example, staff employ a range of effective strategies, including visual prompts, structured support and sensory approaches to enhance children's engagement and understanding. Strong collaboration between leaders, staff, families and professionals supports smooth transitions and continuity of care. As a result, children with SEND make meaningful progress, feel included and develop the confidence and skills needed for future learning.

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Leadership and governance Strong standard

The setting is highly organised, and staff conduct themselves professionally at all times. Robust recruitment and induction procedures ensure that staff are suitable and well prepared for their roles. Leaders have established strong partnerships with parents. They communicate regularly through a range of methods, including digital platforms, newsletters and daily discussions, ensuring parents are well informed and involved in their children's learning. Parents speak positively and highly about the leaders and staff and the support they and their children receive. Parents know the progress their children are making and what they are working on. Staff report that they feel valued and well supported by leaders. They understand their roles and responsibilities clearly, contributing to a positive, highly consistent and well-managed nursery for all children.

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Leadership and governance Strong standard

Leaders are highly committed to maintaining strong standards and demonstrate a clear understanding of their responsibilities. They continually reflect on practice and use monitoring systems, including observations of staff interactions and supervision meetings, to support continuous improvement. Staff benefit from clear guidance, mentoring and professional development opportunities. These strengthen their skills and contribute to positive outcomes for children. For example, leaders use supervision arrangements to guide and support less confident staff to build their understanding of children's developmental stages. This helps to keep practice secure and ensures children continue to make rapid progress in their learning. Leaders are proactive in identifying areas for development and

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Expected standard

take effective action, such as adapting the outdoor environments and provision in response to children's needs.

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Children's welfare and wellbeing Expected standard

Leaders and staff place an emphasis on promoting children's welfare and wellbeing. They respond sensitively to children's individual needs, ensuring all children feel cared for and emotionally supported. Babies and younger children are comforted promptly with reassurance when they are upset, helping them to feel secure and settled. Staff know children well and adapt their interactions appropriately, supporting children's emotional development and sense of belonging.

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Children's welfare and wellbeing Expected standard

Overall, leaders promote healthy lifestyles well. Children benefit from nutritious meals, and staff encourage them to explore different foods and develop positive attitudes towards healthy eating. Independence is supported across daily routines, and this could be extended by encouraging children to take greater responsibility during mealtimes. For instance, staff often cut food for pre-school children, and children are not routinely supported to clear plates, cutlery or wipe tables. Strengthening these aspects of practice would further support children's welfare and wellbeing by developing their responsibility for simple self-care tasks.

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Children's welfare and wellbeing Expected standard

The environment is welcoming and inclusive, both indoors and outdoors, providing children with a safe and stimulating space to explore and be active. Children benefit from regular opportunities to develop physical skills and engage in a range of experiences suited to their stage of development. The outdoor area is well organised, and activities such as gardening help children develop an understanding of where food comes from and encourage responsibility and care for living things.

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Curriculum and teaching Expected standard

Leaders use supervision arrangements to support less confident staff to develop their understanding of children's developmental stages. This helps keep practice secure and ensures children's rapid progress continues. Learning is carefully sequenced across all rooms. Staff have a clear understanding of what children have previously learned and what they need to learn next. However, not all staff understand children's developmental stages so they cannot accurately identify where the children sit within their development areas.

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Curriculum and teaching Expected standard

Staff gather detailed information about children's interests through observations and partnerships with parents. This information is used to plan engaging experiences that motivate children to take part in their learning. For example, children independently combine resources, such as mixing ice and sand or transporting water between areas. Staff skilfully support and extend this play to deepen children's understanding.

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Curriculum and teaching Expected standard

The learning environment, both indoors and outdoors, is rich and purposeful. Babies develop physical strength through opportunities to pull to stand and use low-level resources, while older children benefit from a wide range of experiences across all areas of learning. Quiet areas, such as cosy reading spaces, support children's emotional wellbeing. Staff interactions are effective and support communication, language and early mathematical development. They model vocabulary, introduce new concepts and prioritise the prime areas, recognising their importance as the foundation for future learning. Leaders regularly review the curriculum using assessment information to ensure it remains responsive and continues to improve outcomes for all children.

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

Children experience a warm, welcoming and nurturing environment where they feel safe, valued and eager to learn. Long-standing staff, including a highly experienced manager, know children well. They build strong, trusting relationships with the children and their families. This helps children to settle quickly and develop confidence in their surroundings.

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

The setting is inclusive, and all children, including those with special educational needs and/or disabilities, are strongly supported through early identification, intervention and tailored learning. Strong partnerships with parents mean this learning continues at home, supported by resources such as lending libraries and home activity packs. As a result, children are happy, confident and motivated learners.

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

Children's health and wellbeing are prioritised. They enjoy freshly prepared, nutritious meals and learn about healthy lifestyles through activities such as gardening. Oral health is supported through targeted initiatives, and children are beginning to understand the importance of self-care. Children benefit from a curriculum that reflects their interests and promotes their curiosity.

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

Children enjoy a wide range of engaging experiences, including outdoor learning, sensory play and activities using loose parts. The outdoor environment is particularly enriching, offering opportunities to take safe risks, explore nature and develop independence. For example, children grow vegetables, cook at the fire pit and take part in outings to the local park and on bus trips to collect growing resources, which helps children to learn about the wider community.

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Next steps

Leaders should consider how to further enhance mealtime routines so older children can take more responsibility for their own self-care, to further support their welfare and

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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,Saturday,Sunday : 07:00 - 18:00

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Facts and figures used on inspection

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

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About this inspection

The inspector spoke with leaders, staff, children and parents 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. This data is from 24 April 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

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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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