Kids Planet Crosby

Kids Planet Crosby

Unique reference number (URN): EY499370 Address: 137 Liverpool Road, Liverpool, L23 5TE Type: Childcare on non-domestic premises Registered with Ofsted: 22/04/2016 Registers: EYR, CCR, VCR Registered person: Kids Planet Day Nurseries Limited

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding. This puts children at significant risk of harm. Weaknesses in the implementation of safeguarding policies and procedures mean children are not consistently kept safe. Staffing arrangements do not always assure children's safety and risk assessment arrangements are not sufficiently effective in identifying, managing and reducing known risks. As a result, children are exposed to unnecessary risk and their safety and welfare are not consistently promoted.

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Safeguarding standards not met

Safeguarding responsibilities are generally understood. Concerns are reported appropriately and leaders work effectively with relevant agencies to support children who face barriers to their safety and wellbeing. Following a significant safeguarding incident, leaders took prompt action to strengthen safeguarding arrangements. They improved collection procedures and restricted access to nursery rooms to reduce the risk of a similar incident occurring again. Furthermore, during the inspection, leaders took immediate action to ensure children's privacy is consistently maintained during toileting and intimate care. However, leaders cannot demonstrate that safeguarding arrangements consistently protect children from harm.

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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 make progress from their starting points across the areas of learning, particularly in communication and language. They develop increasing confidence, independence and curiosity as they move through the nursery. Children proudly demonstrate their achievements. For example, younger children confidently identify facial features and develop early communication through interactive play, while older children begin to write their own names and independently select the resources they need to extend their play.

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Achievement Expected standard

Children with special educational needs and/or disabilities, those who are disadvantaged and those known to children's social care make progress from their individual starting points. They receive support that reduces barriers to learning and helps them develop the knowledge, skills and confidence needed for their next stage of learning.

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Achievement Expected standard

Children develop the foundational knowledge they need as they move through the nursery and prepare for school. Parents particularly value the progress children make in the prime areas of learning. Recent work to strengthen curriculum progression is beginning to support children to build more securely on what they already know and can do.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote a positive environment with clear expectations for behaviour. Children behave well and develop positive attitudes to learning. Staff provide calm, consistent support and use praise and encouragement to reinforce positive behaviour. Even the youngest children show kindness and consideration for others. For example, toddlers carefully wrap a baby doll in a blanket and gently rock it to sleep. As a result, all children develop positive attitudes to learning and form respectful relationships with others.

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Behaviour, attitudes and establishing routines Expected standard

Staff support children to collaborate and take turns in ways that reflect their age and stage of development. For example, babies enthusiastically roll balls backwards and forwards with staff, celebrating one another's success. Staff adapt routines and expectations to children's individual needs, so they remain engaged and participate alongside their peers. Children confidently join group activities, share resources and cooperate with one another. Recent changes to daily routines are beginning to support children's engagement. For example, new lunchtime arrangements are beginning to support children's needs. However, leaders have not yet ensured these routines are implemented consistently by all staff. As a result, children do not always experience the highest levels of engagement throughout every part of the day.

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Behaviour, attitudes and establishing routines Expected standard

Leaders understand the importance of regular attendance and monitor this carefully. They work closely with families where attendance becomes a concern to help children establish routines that support their learning, wellbeing and safety.

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Curriculum and teaching Expected standard

Leaders have designed an ambitious curriculum that reflects all 7 areas of learning and prepares children for their next stage of development. Communication and language, physical development and personal, social and emotional development are prioritised from the earliest age. Well-resourced indoor and outdoor environments encourage curiosity, exploration and sustained play. As a result, children develop curiosity, sustain their engagement and build the knowledge and skills they need for future learning.

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Curriculum and teaching Expected standard

Staff use ongoing assessment, including the progress check at age 2, to understand what children know and can do. They use this information to identify children's next steps and adapt teaching to meet their individual needs. Staff share children's next steps with parents, so learning continues at home. For example, parents receive ideas to develop children's communication, early literacy and mathematical understanding through everyday activities. This provides continuity in children's learning and development.

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Curriculum and teaching Expected standard

Typically, staff use their knowledge of children's different starting points to adapt teaching and build on what children already know and can do. They introduce new vocabulary through stories, play and everyday experiences and naturally weave mathematical language into learning. For example, as children balance, jump and move through hoops outdoors, staff encourage them to use positional language such as 'through', 'around' and 'over'. Staff encourage children to wait for their turn, persevere and celebrate one another's

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Urgent improvement

achievements. This strengthens children's physical development, mathematical understanding and personal, social and emotional development. However, at times, staff identify next steps that are too broad. This means teaching does not always support children to make the progress of which they are capable.

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Inclusion Expected standard

Inclusion is a strength at this setting. Leaders have created an inclusive culture where children and families receive timely support. Staff identify children's individual needs through ongoing assessment and use their knowledge of child development to identify emerging gaps quickly. Leaders work closely with parents and external professionals to plan, review and adapt support as children's needs change. As a result, children with special educational needs and/or disabilities (SEND), those who are disadvantaged and those known to children's social care access the curriculum alongside their peers.

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Inclusion Expected standard

Leaders take effective action to reduce barriers to learning and wellbeing. Staff receive effective guidance to help them meet children's individual needs. Leaders work closely with families and external professionals to identify children's needs, plan appropriate support and review its impact over time. For example, staff use advice from physiotherapists, health visitors and feedback from parents to adapt children's daily experiences and the support they provide. Leaders use additional funding purposefully to provide tailored resources, specialist equipment and targeted support. As a result, disadvantaged children and children with SEND develop greater independence, communication and physical skills.

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Inclusion Expected standard

Partnership working is a strength. Parents value the close working relationships with staff, therapists, health professionals and children's social care, and describe being fully involved in planning for their children's care and learning. This provides continuity between home and nursery. However, staff do not always identify the smaller steps some children need to build securely on their existing knowledge and skills. This means support is not always as precisely tailored as it could be.

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Children's welfare and wellbeing Urgent improvement

Children's welfare and wellbeing are not consistently promoted. Leaders do not consistently ensure that care practices support children's safety, dignity and wellbeing. Leaders failed to ensure effective staff deployment. This meant children did not consistently receive care that was organised safely during key parts of the day. Consequently, children were placed at risk of harm. In addition, at the time of the inspection, staff did not consistently protect children's privacy during toileting and intimate care. Leaders took immediate action during the inspection to address this.

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Children's welfare and wellbeing Urgent improvement

Despite these weaknesses, children develop warm and secure relationships with their key persons. They confidently seek comfort, reassurance and support when needed. Young children beam with happiness as they catch sight of their key person. Staff know children's individual care routines well, including sleeping, feeding and emotional needs. Children with special educational needs and/or disabilities receive thoughtful care that reflects advice from external professionals and supports their individual health and wellbeing.

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Children's welfare and wellbeing Urgent improvement

Typically, healthy lifestyles are promoted through nutritious meals and daily opportunities for outdoor play. Children become increasingly independent as they wash their hands, clean their teeth and manage everyday routines. Safe sleep arrangements are securely embedded and sleeping and feeding routines reflect children's individual needs. Children are supported to recognise, express and manage their emotions through caring interactions with staff. However, these positive aspects do not outweigh the significant weaknesses in the promotion of children's welfare and wellbeing.

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Leadership and governance Urgent improvement

Significant weaknesses in leadership and governance mean leaders do not ensure children's safety and welfare are consistently promoted. The provider notified Ofsted of a significant safeguarding event after a child left the nursery with the wrong authorised collector. Leaders responded promptly by reviewing collection procedures, removing parent access to door codes and installing doorbells. This strengthened the security of the premises. However, leaders did not ensure effective staff deployment or robust risk assessment during key transition times, such as sleep times and collection. This meant leaders did not consistently ensure children's safety and welfare. Consequently, leaders failed to meet several statutory requirements.

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Leadership and governance Urgent improvement

Leaders identify when staff require additional support and provide supervision and training. However, they do not review, monitor or evaluate the impact of this support precisely enough. Supervision does not focus precisely enough on staff's personal effectiveness, or ensure known risks relating to staff suitability are identified, monitored and reduced. Consequently, leaders cannot demonstrate that staff consistently remain suitable to carry out their roles safely or that safeguarding policies and procedures are implemented consistently in practice.

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Leadership and governance Urgent improvement

Leaders use additional funding effectively to reduce barriers for children and support those with special educational needs and/or disabilities. Strong partnerships with parents and external professionals promote children's learning and wellbeing. Parents value the support they receive and describe communication as open and responsive, particularly following the significant safeguarding incident. Leaders demonstrate a positive attitude to making the required improvements. However, at this time, breaches in requirements remain.

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Compulsory Childcare Register requirements

This setting has not 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 not 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 have not ensured that safeguarding procedures are implemented consistently to keep children safe. Weaknesses in staff deployment, supervision and collection procedures place children at significant risk of harm. As a result, children do not consistently benefit from the robust systems needed to protect their safety. During the inspection, children's privacy was not consistently considered during toileting and intimate care. The provider took immediate action to address this. However, children do not consistently experience the safe and well-organised environment they deserve. Despite these significant weaknesses, children arrive happily and separate from their families with confidence. They develop warm relationships with staff, who know them well and respond sensitively to their individual needs. Children with special educational needs and/or disabilities, those who are disadvantaged and those known to children's social care

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

receive tailored support that helps reduce barriers to learning. Strong partnerships with parents and external professionals help staff understand children's individual needs and provide consistent care and learning experiences.

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

Children confidently explore the stimulating indoor and outdoor environments. They enjoy conversations, stories and practical experiences that develop their communication, mathematical understanding and physical skills. Staff encourage children to make choices, solve simple problems and become increasingly independent. Children show curiosity, sustain their attention and proudly demonstrate what they have learned.

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

Children increasingly manage aspects of their own care and enjoy regular opportunities to be physically active and play alongside their friends. They benefit from an inclusive environment where they are valued and supported to achieve from their individual starting points. However, these positive experiences are undermined by the significant weaknesses in safeguarding. This means children do not consistently experience the safe and secure environment they deserve.

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Next steps

The provider is not meeting the requirements of the Early years foundation stage and Childcare Register and Ofsted intends to take enforcement action.

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Next steps

We will issue a Welfare Requirements Notice requiring the provider to have taken the following actions by the assigned date:

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Action Completion Date

ensure all staff understand and consistently implement the setting's safeguarding policies and procedures so children's safety and welfare are promoted at all times 20/07/2026

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Action Completion Date

strengthen supervision arrangements so they evaluate staff practice effectively, identify gaps in knowledge and ensure staff consistently implement policies and procedures that keep children safe 20/07/2026

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Action Completion Date

ensure risk assessment and staffing arrangements are robust so children are appropriately supervised and are not exposed to avoidable risks during all parts of the day, including key-transition times 20/07/2026

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Inspectors:

Kelly Little Sarah Gower-Jones Rebecca Weston

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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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Action Completion Date

take action to ensure staffing arrangements meet the needs of the children and assure safety at all times 20/07/2026

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About this inspection

The inspectors spoke with the chief operating officer, childcare director, area managers, nursery manager, special educational needs coordinator, 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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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 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.

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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

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Urgent improvement

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