Kids Planet Rope Green Farm

Kids Planet Rope Green Farm

Unique reference number (URN): 2851077 Address: Rope Lane, Shavington, Crewe, CW2 5DB Type: Childcare on non-domestic premises Registered with Ofsted: 30/06/2025 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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Inclusion Strong standard

Leaders have high ambitions for all children. They demonstrate a deep commitment to inclusion and warmly embrace the individuality of every child in their setting. Leaders and staff are highly skilled in identifying and assessing children who may face additional barriers to their learning. They rigorously monitor each child's progress, giving particular attention to those who require additional support. Leaders make a demonstrable difference to the experiences they offer children and put targeted reasonable adjustments into place to ensure that any gaps in learning close quickly. For example, they implement smaller group times to support children's concentration and listening skills. They embed visual aids and Makaton for all children to support their communication skills. In addition, they have reflected and adapted attendance times to meet the needs of children who may struggle at busier periods of the day. Adaptations are skilfully applied and differentiated for each

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Inclusion Strong standard

individual child so that they make a sustained difference to children's learning and development.

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Inclusion Strong standard

Leaders use any extra funding purposefully to improve outcomes for children. They tailor the use of funding to support children's individual learning needs. Leaders regularly monitor the impact, and use, of additional funding and check on the impact it is having on the children's progress. Strong partnerships with parents and professionals, such as local authority Early Years teams, speech and language therapists and social workers ensure that all children receive timely, well-coordinated support, helping to remove barriers to learning from the very start.

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Achievement Expected standard

Children develop and achieve well as they access a well-sequenced curriculum that prepares them for their next stage in learning. They demonstrate good independence skills from an early age. For example, children pour their own drinks and self-serve their own meals. These are key skills they will need for the future. Children typically develop their physical skills. For example, babies practice walking over bridges with support. Toddlers develop their fine-motor skills by ripping leaves. Older children develop their hand muscle skills as they snip paper using scissors. Children build strength, coordination, and control, supporting their overall physical development.

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Achievement Expected standard

All children, including those who may face barriers to their learning and those with special educational needs and/or disabilities, make progress from their individual starting points. Children show a love to explore in their play. For example, older children are curious about the insects they find in the garden. They ask questions to extend their own learning about 'woodlice'. Children typically show positive attitudes towards their learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote secure relationships between practitioners and children. They support children to develop positive behaviour and children typically display positive attitudes to each other and their learning. Children are motivated and absorbed in meaningful learning experiences. They work collaboratively in their play to achieve goals.

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Behaviour, attitudes and establishing routines Expected standard

Leaders ensure the key-person system is well embedded. Staff generally know each child in their care well and support them to settle into their play. Staff are wonderful role models who are kind and caring towards children. They offer an abundance of praise to recognise children's achievements. Children burst with pride as they receive a 'helper badge' for being brave and kind. They explain why they have received that badge to others and support their friends at mealtimes. Children celebrate their own success and achievements. This helps them to develop a sense of belonging.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote the importance of attendance and monitor it closely for all children. They have procedures in place to follow up on any absences to support consistent routines and continuity in children's learning and care. Leaders make thoughtful adjustments for children to ensure they access their full entitlement of funding. The inclusive approaches they provide ensure that children with additional needs or those who may face barriers to learning are supported to access routines and expectations alongside their peers.

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Children's welfare and wellbeing Expected standard

Staff provide a welcoming environment where children feel happy. Children show they feel safe and seek out staff when they need comfort or reassurance. This promotes children's emotional security. Staff are sensitive to children's individual needs and support children to recognise their feelings. This helps children to develop an understanding of how to regulate their emotions and express themselves.

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Children's welfare and wellbeing Expected standard

Staff provide opportunities for all children to visit their local community and explore how to keep themselves safe. Children are very aware of their own personal safety and the safety of others. For example, children explain they wear helmets when they ride their bike outside to keep themselves safe. Leaders are aware of the importance of reduced screen time and oral health for children. They provide opportunities for children to learn about good oral health and the importance of exercise in the curriculum. Children join in with physical games outside to keep physically active. Leaders provide nutritionally balanced meals and ensure children have access to daily fresh drinking water. Children show a growing awareness of the importance of keeping their bodies healthy. They explain the importance of staying hydrated in the hot weather.

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Children's welfare and wellbeing Expected standard

Staff demonstrate an understanding of safer sleep, feeding and weaning. This enables them to support children and guide parents and carers. Mealtimes are typically organised well; staff carefully follow procedures and consider the dietary requirements and allergies of children. This helps to keep children safe at mealtimes.

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Curriculum and teaching Expected standard

Leaders provide an ambitious curriculum which typically builds on children's knowledge and skills. They know monitor children's progress regularly and plan focused next steps. For example, younger children practice developing their scooping skills in their play to support them with their feeding skills. Older children learn about life cycles, following on from their love of insects. Children make continual progress from their starting points across the curriculum.

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Curriculum and teaching Expected standard

The curriculum for children's communication and language is a particular strength. Children develop a love for books and rhymes. Babies smile as they join in with the actions and key phrases of familiar songs. Furthermore, staff use sign language to ensure all children are included in being able to communicate their needs. For example, at snack time, children sign 'more please'. Staff adapt teaching in the moment effectively for children who may face barriers to their learning or have special educational needs and/or disabilities. Staff interactions are positive. However, on some occasions, the quality of interactions could be strengthened further to provide children with more time to deepen and extend their thinking more effectively.

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Curriculum and teaching Expected standard

In mathematics, staff provide opportunities for children to develop their number and counting skills within daily routines. For example, at mealtimes, older children count how many scoops of food they put on their plate. Opportunities to extend children's mathematical vocabulary and understanding of shape and measure are less consistently evident. Strengthening these aspects would deepen children's thinking and broaden their mathematical knowledge developed through everyday experiences.

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Leadership and governance Expected standard

Leaders are passionate about providing high-quality care where all children and families thrive. They are reflective practitioners who recognise the strengths and areas for development in the setting and act quickly to constantly drive improvement. Leaders generally have developed secure relationships with professionals, parents and carers which is a real strength of the setting. They typically share information about children's development and provide ideas to support learning at home. This helps to maintain continuity between the setting and home. They work closely with professionals to ensure that all children receive the right targeted support and continue to make steady progress in their learning.

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Leadership and governance Expected standard

Staff report they are generally well supported in their roles by the leaders and describe a positive workload where they feel valued. Leaders typically have oversight of the skills and development of staff and provide tailored professional development action plans to continuously improve their skills. For example, staff have recently completed training to strengthen their understanding of child development holistically. Leaders regularly review practice and use supervision and team meetings to guide improvement. They recognise staff who may need additional support and put extra guidance in place.

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

Children arrive happy and ready to play. Children demonstrate they feel secure. They become absorbed in their own learning. Babies enjoy stories with their familiar key person and join in with actions and rhymes to their favourite songs. Toddlers enjoy developing their physicals skills on the bicycles outside. Older children talk about the differences and similarities between them and their friends. For example, staff expand on a child's intriguing question to explain the differences between right-handed and left-handed people. Promoting equality and diversity helps children develop a strong sense of identity, enabling them to understand and celebrate what makes them unique.

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

Children behave well and are supported gently by staff to understand the expectations of the setting. Children show a secure sense of belonging. They build strong relationships with their key person and with each other. They show kindness and respect as they take turns with each other and tidy up after themselves.

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

Children feel included and supported, and they know that who they are is noticed and appreciated. Their individuality is recognised and celebrated. Children with special educational needs and/or disabilities or those who have barriers to their learning are included in all activities. Children receive effective individualised support at the right time and ensure reasonable adjustments meet the needs of all children. This helps children to make progress in their learning.

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

Children experience the positive impact of regular attendance, which supports their wellbeing and development. They feel settled in their routines because their attendance is monitored consistently.

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Next steps

Leaders should ensure the mathematics curriculum consistently includes opportunities for children to develop their understanding of measure and space, so that learning extends beyond number, counting and shape. Leaders should continue to strengthen the quality of interactions to extend and promote children's emerging thinking and further develop their positive attitudes to learning.

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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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About this inspection

The inspectors spoke with leaders, staff, parents and children 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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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

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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