Kids Planet Coppull

Kids Planet Coppull

Unique reference number (URN): 2851052 Address: Kids Planet Day Nursery, 193 Spendmore Lane, Coppull, Chorley, PR7 5BY Type: Childcare on non-domestic premises Registered with Ofsted: 30/06/2025 Registers: EYR, CCR, VCR 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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Behaviour, attitudes and establishing routines Strong standard

Children at this setting love to learn. Children embrace all activities with clear enthusiasm and participate well. As a result, behaviour is positive as children feel secure and engaged in their learning. Children follow embedded routines well, as staff identify a 'handy helper' at mealtimes to assist with laying the tables and sharing cutlery and plates with their friends. Children take pride in this role as they proudly wear their medal and follow instructions. Children develop positive relationships with one another as they form close friendships through play and interactions. Positive behaviour is praised by staff consistently. Younger children are consistently supported by staff swiftly to make positive choices and they model sharing and turn taking. Children respond well to this and enjoy initiating play with their peers.

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Behaviour, attitudes and establishing routines Strong standard

Children are clearly settled and secure as they actively want to attend this setting. Parents express how children 'ask for it to be a nursery day' as staff work hard to promote the importance of attendance and punctuality. Parents acknowledge this and understand how continuous learning promotes development. Children with special educational needs and/or disabilities and those who face additional barriers to their learning demonstrate a positive attitude as they develop close bonds with their key workers. Children understand and respect their boundaries and the expectations of leaders and staff.

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Curriculum and teaching Strong standard

Leaders and staff create an environment where learning is promoted through an ambitious and clear curriculum. Leaders want all children to develop into confident and independent learners with a particular focus on developing their communication and emotional regulation. As a result, learning opportunities focus primarily on these areas as children are encouraged to take risks, socialise and recognise their feelings. Children thrive from high-quality teaching as staff consistently use every opportunity to teach. Learning is sequential as room leaders work together to provide appropriate and supportive baselines for children to be working towards in preparation for transitions and future learning. As children explore the outdoor area, staff read 'We're Going on a Bear Hunt' as children participate in large movements. Children are asked to identify their different body parts as they 'squelch squerch' through the mud. Children are engaged and laugh together. Younger children are

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Curriculum and teaching Strong standard

provided with different sized dinosaurs as they explore messy play. Staff use age- appropriate language as they repeat single words for children to hear and repeat as the dinosaurs 'stomp' through the 'gloop'.

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Curriculum and teaching Strong standard

Leaders ensure the curriculum and teaching is inclusive as they incorporate home languages to support children with additional barriers to their learning, such as dual language. As a result, children are included and are supported to learn alongside their peers. Staff skilfully adapt in the moment to follow children's emerging thinking as an ice cream van is being role played, for example. Staff introduce mathematical language as they ask children to count the ice creams before handing them out to their friends.

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Achievement Expected standard

Children typically achieve well throughout this setting as teaching and learning is central throughout. Staff create learning opportunities to develop independence, communication and a sense of belonging, as children respond with a clear willingness to learn. Children are prepared for future transitions as they develop their skills for independence from a young age. Babies and toddlers are encouraged to feed themselves as they are guided by staff when needed. Older children skilfully use their knives to chop their food and serve themselves around the table.

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Achievement Expected standard

Staff work collaboratively with other professionals to adapt their learning to be appropriate and meaningful. As some members of staff are not consistently in the same room, some children take longer to progress to the next stage of learning. For example, as staff work in different rooms, their knowledge of children's individual next steps is not always clear. However, children with special educational needs and/or disabilities and those who may face other barriers to their learning make progress following specific interventions that key workers share across the setting.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing is respected across the setting. Leaders and staff create an environment of inclusion, celebration and positivity. Children speak confidently, knowing they will be heard and listened to. Children are supported to make healthy choices as they are taught the importance of exercise and healthy eating. Children enjoy activities to promote their physical development as they jump and run to warm up before completing an obstacle course focusing on balance. Children access the cosy area independently as they express they 'need to have a rest and a story to cool down'.

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Children's welfare and wellbeing Expected standard

Children who face other barriers to their learning are supported by their key workers. For example, leaders use additional funding effectively to develop children's gaps in learning and support their welfare. Leaders and staff respond to children's needs and offer comfort swiftly when needed. Leaders and staff are reflective in their practice to review that routines and procedures are appropriate and having a positive impact on children, especially for those with special educational needs and/or disabilities. Staff demonstrate safe eating practices as children are supported and supervised throughout mealtimes, encouraging the use of cutlery. Children sleep in safe, nurturing spaces as safer sleep practices are understood and adhered to by leaders and staff.

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Inclusion Expected standard

Leaders and staff monitor children's progress and development through effective assessments and observations. This impacts on staff's planning and teaching as they implement appropriate and specific next steps, tailored to promote children's individual targets. Staff can generally identify emerging gaps through this monitoring and implement interventions to provide support. For example, children with dual language are supported with communication sheets as staff ask parents and their families to provide important and specific routine words from their home language. As a result, staff then use these familiar words within the setting to provide children with familiar language they understand and can therefore develop from.

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Inclusion Expected standard

Staff support children with special educational needs and/or disabilities as they typically provide appropriate strategies. For example, staff support children with communication as they complete further assessments to identify their stage of understanding, speech and hearing. Staff are keen to support but not all staff are confident in their knowledge to meet individual children's needs as staff are not always consistent in the same room. As a result, interventions and support are not consistently impactful because consistency of the same staff in a room is not always maintained. Leaders and staff work with other professionals to gain advice and implement suggestions to improve practice where necessary. Staff maintain open communication with parents to provide relevant feedback.

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Leadership and governance Expected standard

Leaders promote an environment that prioritises continuous development and improvement. Leaders reflect on experiences and work closely with staff to ensure the impact remains positive for children. For example, there is a priority to support staff to remain in consistent rooms to provide further development to staff's knowledge and professional development. Leaders are dedicated and show passion within their roles which provides positive role models for staff to learn from. Staff express how they feel supported by leaders and how they are encouraged to prioritise their professional development through continuous training opportunities. For example, staff have access to an online training portal where they can select any additional training that is of interest to them in addition to the mandatory training. Leaders use supervisions and appraisals effectively to understand how staff are feeling and are proactive to support their wellbeing.

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Leadership and governance Expected standard

Leaders and staff work hard to establish close relationships with other professionals, parents and families as they provide open communication and advice or support when needed. Parents express their gratitude for staff and leaders always offering an 'open door to talk' for any concerns or queries they may have. Leaders and staff promote building engagements within the community as children visit the local care home and share celebration cards or kind words with local businesses at special times of the year. Staff feel these connections are key for children to build to form a deeper understanding of the world around them.

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Compulsory Childcare Register requirements

This setting has 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 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

Children and their families are welcomed into the setting warmly. Children are greeted by their familiar staff and are settled straight into the provision. Children feel a sense of belonging as they are settled and secure in their environment. Children know where to place their belongings as they identify their name and choose a name to select their peg of choice. As a result, children are settled, calm and ready to learn. Children explore the environment, eager to learn, as they are curious and approach staff with confidence. Children are excited

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Address:

Kids Planet Day Nursery 193 Spendmore Lane, Coppull to attend the setting as leaders and staff work with parents to promote the importance of attendance for continuous learning opportunities.

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Address:

Children and their parents are encouraged to develop their self-care routines. Staff promote oral hygiene as they offer free toothbrushes and toothpaste upon entry to the setting. Children are encouraged to take books home to share with their families as leaders and staff promote a love for books. As a result, children develop their communication skills and demonstrate an independence for looking at books, turning pages with care and purpose. Children and parents develop close bonds with leaders and staff. As a result, children benefit from effective partnerships between home and the setting as they experience consistency and form positive attachments.

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Address:

Children develop well and are able to flourish as learning is kept exciting and interesting. Younger children are supported with their social development as they interact with staff and enjoy looking at books and puppets together. Older children are encouraged to climb, jump and scale equipment as they develop their balance and gross motor skills.

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Next steps

Leaders and staff should strengthen their strategies to share information about children between staff to provide consistency in supporting and fully meeting individual needs.

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About this inspection

The inspector spoke with staff, leaders, 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. Chorley PR7 5BY 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 : 08:00 - 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

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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