Kids Planet Farnham

Kids Planet Farnham

Unique reference number (URN): 2851088 Address: Waverley Lane, FARNHAM, GU9 8BQ Type: Childcare on non-domestic premises Registered with Ofsted: 07/07/2025 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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Achievement Expected standard

Overall, children, including those who face barriers to their learning, typically achieve well from their starting points. They develop secure knowledge and social skills as they play and participate in exciting activities. Staff ensure their teaching is appropriate for the age and stage of children's learning, ensuring the environment and activities are well matched to their individual needs. This helps children remain motivated and interested and suitably prepares them for their next stage of learning. Children develop their speech and language through consistent, meaningful back-and-forth interactions with staff and each other. They listen to stories with interest, sing songs and share their ideas and thoughts. This helps children to become competent communicators. Generally, children are settled and confident in their environment, with their emotional and care needs met by attentive caring staff. This

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Achievement Expected standard

positively promotes their wellbeing, helping children to build resilience as they learn to manage and express their feelings.

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Behaviour, attitudes and establishing routines Expected standard

Staff are positive role models, demonstrating respectful behaviour and kindness. Children are supported well as they learn to navigate their growing emotions and feelings. Staff help children to redirect their frustrations in a positive manner. For example, staff encourage children to take turns at throwing balls to release excess energy safely and appropriately. This helps children to regulate their emotions successfully, leading to calmer behaviours and improved engagement in learning and play. Staff deploy themselves well to ensure children are well supervised. This helps them to identify and support any minor conflicts that children have. Staff help children to recognise the effect their behaviour has on others as they learn to share, take turns and manage their feelings.

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Behaviour, attitudes and establishing routines Expected standard

Generally, leaders and staff have created a well-structured and organised environment. However, at times, children do not benefit fully from consistent, well-established routines. For example, during arrival times, some disorganisation can lead to children becoming disengaged, making it more difficult for them to understand what is expected of them. At these times, this hinders children's focus and participation. Leaders and staff promote regular attendance to ensure children feel settled and maintain positive relationships. Children demonstrate emotional security and enjoy the company of staff and their friends. They are polite and kind and willingly seek out others to share their experiences.

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Children's welfare and wellbeing Expected standard

Children, including those with special educational needs and/or disabilities or who face barriers to their learning, thrive in this setting. Staff are caring, nurturing and sensitive in their interactions. Children actively seek comfort and support from familiar staff who skilfully guide and facilitate their play and learning. Typically, key staff meet the needs of children, and staff understand their roles as a key person. However, at times, gaps in the effectiveness of the arrangements mean that children do not receive consistent care and support from the adults who know them best. Staff do know children well and effectively support them to build on their skills.

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Children's welfare and wellbeing Expected standard

Staff are vigilant and watchful for any hazards or risks to children. They help children learn how to keep themselves and others safe. For instance, they encourage children to think about the danger of throwing objects in the air or putting resources in their mouth. Children think and share their opinions about what could happen and how they could be harmed. This supports their welfare and helps children to think about and understand consequences, as they learn to make sensible choices. Children eat healthy, nutritious meals, drink plenty of water and have ample exercise and rest. This supports their emotional wellbeing.

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Curriculum and teaching Expected standard

Typically, leaders demonstrate a clear and accurate view of the curriculum and the quality of teaching. Leaders and staff reflect on the curriculum and make necessary adaptations to support children who face barriers to their learning. This ensures provision remains inclusive and accessible for all. Intentions for children's learning focus on helping them build on skills as they transition through rooms and eventually on to school. Staff support children's physical development by providing opportunities to build coordination, strength and control. They offer guidance as children slither through tunnels and steadily walk across, up and down sloped areas in the garden. Children become confident movers as they manoeuvre their bodies in different ways.

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Curriculum and teaching Expected standard

Leaders support staff to recognise where children's learning can be extended and challenged further. Generally, staff use successful teaching strategies that encourage participation, curiosity and development across all areas of learning. For instance, staff support children's imagination and creativity as they learn to build and construct with a clear purpose. Children are excited as they create jets, houses and beaches. Staff encourage children to plan, problem-solve and discuss their ideas as they work. Overall, children make appropriate progress in their learning, as they apply new skills and knowledge through hands-on and purposeful construction play.

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Inclusion Expected standard

Generally, leaders and staff use their knowledge of individual children to quickly identify and respond to gaps in their learning. Through ongoing assessment, staff monitor children's progress, adapt and provide activities to meet their individual needs. This helps to reduce barriers to children's learning. All children, including those with special educational needs and/or disabilities (SEND), benefit from swift action. Children with SEND receive targeted support with personalised next steps to help them achieve. Staff are aware of any additional support in place and frequently reflect on individual plans. These are regularly updated and shared with parents, carers and relevant professionals.

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Inclusion Expected standard

Typically, staff make the required adaptations to ensure all children, including those with SEND or who face barriers to their learning, participate fully in all aspects of the provision. For instance, staff skilfully adapt their planning, use appropriate resources and target their support well. This helps to ensure that all children, including those who require specialist equipment, are fully included to access learning at their level. Staff receive bespoke training that helps them make the necessary adjustments and implement safety measures. This means they are equipped to meet children's needs, which helps to improve their outcomes and wellbeing.

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Leadership and governance Expected standard

The leadership team has been in place since the recent changes to the registration. Leaders are passionate about and dedicated to improving outcomes for all children and their families. Typically, leaders identify priorities for improvement and put in place action plans to inform change. For instance, newly embedded routines, such as rolling lunch, mean that mealtimes flow well. These have been well considered and benefit children as they develop independence skills that help prepare them for school. However, oversight does not always ensure that key-person arrangements and opening routines are effectively and consistently implemented across the setting. This can lead to variation in children's experiences.

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Leadership and governance Expected standard

Staff receive the coaching, training and support they need to aid their personal and professional growth. They have regular opportunities to share their views and ideas to improve their practice. They report high morale, manageable workloads and support from leaders and each other. This benefits the care and education that children receive. Leaders and staff have developed positive relationships with children, their families and other professionals. Parents and carers are supported to continue children's learning at home and are offered regular advice and guidance. The ongoing flow of communication enhances the children's sense of security and continuity in learning.

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

Children arrive happy and ready to start their day. They generally settle quickly and actively participate in learning and play. Leaders and staff recognise the positive impact that regular attendance has on children's learning, development and overall wellbeing and promote this well. Staff are kind and caring and offer children support, such as when they take off their coats and prepare for the day ahead. Older children are encouraged to do this for themselves, which promotes their independence skills. Children demonstrate a sense of belonging as they join their friends to explore the activities on offer. They are curious and enjoy learning.

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

Children, including those with special educational needs and/or disabilities, are included and thrive through a curriculum that is ambitious. Staff prepare activities that help children as they build on their skills. They make progress in all areas of learning. For instance, young children participate in group activities where they listen and follow instructions. They are

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Address:

Waverley Lane FARNHAM GU9 8BQ encouraged to roll a soft ball to one another then hold it up in the air and from side to side. Staff encourage them to squeeze the ball as hard as they can. Children are fully engaged and demonstrate their understanding by following the directions given. This supports their physical development as they move their bodies and strengthen their hand muscles.

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Address:

Children enjoy the outdoors and move around with pleasure, confidence and purpose. Staff enthusiastically engage children in games that encourage them to work together. For example, children relish playing games with each other and staff, such as hide and seek. They demonstrate patience as they cover their eyes and count while other children and staff hide. Children join together as they find places to hide, such as inside the climbing frame where they crouch down. Staff share children's excitement and disappointment when they are found. They help children understand, recognise and manage their emotions. Children develop their understanding of turn-taking, social interactions and problem-solving skills.

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Next steps

Leaders should strengthen oversight of key-person arrangements, reviewing them regularly to ensure practice is consistent and fully effective. Leaders should evaluate the organisation of routines, with a particular focus on arrangements around opening times.

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About this inspection

The inspector spoke with leaders, staff 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. Type: Childcare on non-domestic premises

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About this inspection

Registered person: Kids Planet Day Nurseries Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:15

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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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