Kids Planet Sutton

Kids Planet Sutton

Unique reference number (URN): 2848651 Address: 483 Leads Road, Sutton-on-Hull, Hull, HU7 4XT Type: Childcare on non-domestic premises Registered with Ofsted: 02/07/2025 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 Strong standard

Children make rapid progress and achieve consistently well across all areas of learning. All children, including those with special educational needs and/or disabilities and those known, or previously known, to social care, show sustained focus and positive attitudes to learning. Children demonstrate confidence in accessing activities independently and ask for help when needed.

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Achievement Strong standard

Children build strong relationships with their peers. Children learning to share and take turns build excellent emotional resilience and empathy. All children thrive in the language-rich environment and older children participate in interesting conversations with their friends. Babies explore books with confidence and move their bodies to familiar songs and rhymes.

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Achievement Strong standard

Children are developing their physical skills. Babies show confidence in crawling and cruising around furniture. Toddlers are walking confidently and older children engage enthusiastically in sports coaching sessions. Children learn in a calm atmosphere and have ample time to process new challenges and experiences and embed their knowledge and understanding. Children are very well prepared for the next stage in learning.

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Behaviour, attitudes and establishing routines Strong standard

Children have excellent attitudes to their own learning, including those who face barriers to their learning. They show independence, confidence and a willingness to try new activities and experiences. This strongly helps to prepare children to be curious learners and be ready for the next stage in their education, such as going to school.

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Behaviour, attitudes and establishing routines Strong standard

Children interact kindly with each other and demonstrate positive behaviours. They take turns and learn to share toys and resources with each other. Staff are positive role models. They are respectful and gentle, and this has a positive impact on how children behave towards each other and the environment. There are highly effective routines in place, which help children to understand boundaries and what is expected of them. This approach means that children know what is about to happen next and they can move with ease between activities and daily routines. Staff teach children to take responsibility and understand the consequences of how their actions impact others. Consequently, children are respectful and helpful.

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Behaviour, attitudes and establishing routines Strong standard

Leaders ensure that parents understand the importance of regular attendance. They work alongside parents to suggest ways to remove barriers to regular and timely attendance. As a result, children attend regularly and on time.

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Children's welfare and wellbeing Strong standard

Leaders are thorough and rigorous in their approach to risk assessments, which are consistently reviewed and refined to prioritise children's welfare and wellbeing. Staff have a precise knowledge and understanding of the children. They build highly-trusting relationships and regularly ask children how they are feeling. For instance, children who are upset are promptly given the support and care they need to recognise and manage their emotions.

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Children's welfare and wellbeing Strong standard

Staff successfully encourage children's independence skills. For example, children are highly self-sufficient in dressing and undressing when transitioning between indoor and outdoor play. Older children confidently serve their own lunch meals and proficiently use a knife and fork. While eating, staff closely supervise and help children to understand the benefit food has for their bodies through impactful conversations. This creates a solid foundation for adopting healthy habits. Staff vigilantly ensure children's dietary requirements are closely followed, while ensuring a balanced diet. A coloured plate system and individualised information cards on chairs support newer staff to learn systems quickly and effectively.

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Children's welfare and wellbeing Strong standard

Individualised consideration is given to settling new babies and children. Leaders and staff make every effort to provide children with a calm and positive early experience. For example, if children become upset, staff offer caring support and read a book until they feel more settled. Parents express full confidence in staff's care, noting that they understand their child's routines, preferences and needs. Leaders and staff consistently ensure that each child, including those with special educational needs and/or disabilities and those known or previously known to social care, feels safe, valued and supported, reinforcing children's deep sense of belonging.

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Inclusion Strong standard

Leaders value and understand children's uniqueness. This ensures all children, including those facing barriers to their learning, consistently thrive in their care. Leaders address the needs of children with focus and passion. They identify gaps in knowledge and respond to barriers to learning promptly. Interventions are implemented effectively so learning remains focused and supportive for each child, including those children with special educational needs and/or disabilities and those known, or previously known, to social care.

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Inclusion Strong standard

Leaders liaise with a range of external professionals and assign personalised time for children who require additional support. Leaders' knowledge and understanding of how best to utilise external professional support is evident. This builds trust, shared understanding and support, which is significantly praised by parents. Leaders use their knowledge of children's interests to ignite their curiosity as they access provision and play. All children benefit from rich, tailored experiences and opportunities that are inclusive of their individual needs.

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Inclusion Strong standard

Leaders and staff apply robust assessment consistently and impactfully. For example, additions to provision are intrinsically linked to children's interests so those who face barriers to learning engage with high levels of focus. Staff systematically adapt activities to bespoke next steps, so children are successful. All children make rapid progress across their development, reflecting the success of this inclusive approach.

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Leadership and governance Strong standard

Leaders have an extremely clear understanding of their setting and skilfully identify future areas for sustained improvement. Staff benefit from a regular programme of training and peer mentoring, observation and support. Leaders' consistent focus on staff's skill has strengthened teaching across the setting. All staff feel that they are able to share feedback, and they are all dedicated to the ongoing development of the nursery. Leaders highly prioritise staff wellbeing and support. Staff report that they are very well supported and listened to. They value the wider support from the company, such as the wellbeing support number. Leaders ensure that staff continually develop and sustain a high level of skill that strengthens children's experiences.

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Leadership and governance Strong standard

Leaders and staff engage very well with parents and families. They support the families of children in their care in every possible way. For example, they provide home learning resources, tooth brushing packs and fresh fruit to take home. Parents consistently report that they feel extremely well supported by the setting. They value the high level of support that they are able to access for any parenting challenges that they may face.

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Curriculum and teaching Expected standard

Leaders have designed a sequenced curriculum that builds on what children already know and can do. They use assessment effectively to determine children's next steps in their learning and development. The curriculum is inclusive and adapted to meet children's individual needs, taking account of their age, stage of development and starting points. Early mathematics is woven into daily activities. For example, as very young children find the frogs in the water, staff use warm, caring interactions to count aloud so children hear and begin to understand number. Leaders have identified that because some staff are quite new, there are occasions when teaching is not yet consistently extended to a high level. That said, leaders do work very closely with staff to help further their teaching skills and confidence.

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Curriculum and teaching Expected standard

Communication and language is well supported as staff model sounds and words with babies during play, encouraging repetition and giving them time to respond. Staff promote toddlers' personal, social and emotional development through story times and play where they learn simple sign language to express their emotions. Staff typically deliver high-quality experiences and opportunities for children through clear explanations, modelling and effective questioning. They adapt activities to be inclusive, so all children take part, stay engaged and make progress.

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

Every child, and their family, is fully supported by leaders and staff to ensure that they can thrive. Children benefit from a curriculum that is broad and balanced and supports children's curiosity. Children settle quickly into the warm and welcoming environment. They attend regularly because parents are aware of the importance of regular and timely attendance. Older children engage in forest school activities. They explore wooden discs, which they create medals with linked to their interests in sport and the world cup. Staff encourage children to explore their individual creativity and support them to safely handle tools such as hammers, screwdrivers, and scissors.

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

Children build strong bonds with staff. All children, including babies, demonstrate that they feel confident and safe and are able to express their needs. Staff respond warmly to the children and provide a caring response to their needs. They give children plenty of time to respond during discussions. This gives children the opportunity to voice their opinions and feel valued and listened to. Children develop friendships with other children and learn how to cooperate with others. They are kind and thoughtful and eagerly call their friends over to play.

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

Children successfully develop their self-care and independence through everyday routines, such as handwashing, toileting and using cutlery to cut up their food. This helps children gather the skills they need for future learning, such as when going to school. Children with special educational needs and/or disabilities make rapid progress from their starting points. Staff ensure that the curriculum is adapted so that all children can access experiences that they may not have previously benefited from.

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

Staff are committed to providing the appropriate support for those children who face barriers to their learning. They adapt activities and routines to ensure that all children can have the opportunity to learn through a large range of activities. Staff are mindful that changes in routine can affect children's behaviour. They explore any changes and how children are feeling, providing visual cues so that children understand what is happening next. Staff play alongside children, giving gentle guidance and reassurance and promoting children's resilience in their play.

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Next steps

Leaders should continue to strengthen staff knowledge and skills around the curriculum to consistently ensure high-quality teaching.

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Address:

483 Leads Road Sutton-on-Hull Hull HU7 4XT

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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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Operating hours:

Local authority: Kingston Upon Hull City Council

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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 inspector 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

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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