Kids Planet Bromley

Kids Planet Bromley

Unique reference number (URN): 2812418 Address: 64 Bromley, Brierley Hill, DY5 4PJ Type: Childcare on non-domestic premises Registered with Ofsted: 20/09/2024 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

All children make swift progress from their starting points. They develop trusting relationships with all staff, which helps them to feel secure and promotes a love of learning. Children communicate confidently with staff and peers. Those children that have difficulties with communication and language learn to use gesture and share their needs through pictures and symbols displayed on staff lanyards to communicate their needs. Children receive bespoke interventions to enhance their language skills. This supports all children to make excellent progress with their speech and development of their broad vocabulary. Children talk about vegetables that they grow in nursery and caterpillars that they find on their produce. They talk with enthusiasm about the development of caterpillars to butterflies.

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Achievement Strong standard

Children learn about how to grow vegetables, such as potatoes, lettuce and courgettes. They take part in activities where they dig up and wash potatoes, before observing as they are boiled over the nursery fire pit. Children learn how to stay safe around fire. They explore texture as they use tools to mash the potatoes and enjoy eating them. Children explore how to use knives to cut clay into shapes. They learn that the serrated side helps them to cut through the clay easier and helps them to have better control. These experiences offer valuable life skills for children and further reinforce the safe use of tools and equipment, in preparation for the next stage of their education.

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Behaviour, attitudes and establishing routines Strong standard

Leaders instil a positive culture of cooperation and respect throughout the nursery. All leaders and staff are positive role models for the children. They demonstrate kindness and compassion towards children, families and each other. Children mirror this and behave impeccably across the whole nursery. Children play cooperatively with their peers and offer encouragement to each other. For instance, children recognise when their friend has done something well, telling them 'good job.'

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff embed a harmonious culture where children increasingly learn to manage their own feelings and behaviour. They support all children, including those with special educational needs and/or disabilities or other barriers to their learning, to recognise how they are feeling. Children explore images of different emotions in water play and drip water on the emotions that they are feeling at the time.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff understand the importance of secure attachments in supporting children to develop trust and settle well. Children develop warm, positive relationships with their key person and other staff. This helps them to develop their confidence, resilience and independence. Leaders promote the importance of punctuality and attendance in maintaining children's feelings of security and familiarity. Staff teach children about turn- taking and respecting others. Children share resources with others and learn how to treat nursery equipment with respect. When there are instances where children throw toy animals, staff calmly talk to them about being careful with nursery resources so that they do not hurt anyone.

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Children's welfare and wellbeing Strong standard

Leaders create an inclusive and nurturing environment where there are high expectations for the welfare and wellbeing of all children. Leaders and staff get to know children and families very well and build strong, trusting relationships. This helps the development of positive partnerships, where leaders, staff and parents work collaboratively in the best interests of children.

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Children's welfare and wellbeing Strong standard

Staff explicitly teach children to recognise and share how they are feeling. Children who cannot communicate verbally can use pictures to identify how they are feeling. This means that all children can communicate and begin to regulate their emotions.

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Children's welfare and wellbeing Strong standard

Staff recognise the importance of establishing secure attachments with their key children. They forge responsive relationships with babies to ensure that they settle well and that their immediate care needs are always met. Staff learn children's unique routines and make sure that they work closely with parents to mirror their individual sleep and weaning habits.

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Children's welfare and wellbeing Strong standard

Leaders and staff embed long-lasting healthy habits that foster solid foundations for their health and wellbeing. Children receive healthy, nutritious meals, that they serve themselves. Leaders make sure that children's individual dietary and developmental needs are explicit, so that they receive highly responsive levels of support at mealtimes. Staff engage children in activities where they discuss and explore healthy foods. They make lemonade with a variety of citrus fruits. Children talk about the lemons and oranges that they have used, as they transfer the liquid between jugs. These activities support children to consistently make healthy choices and decisions.

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Curriculum and teaching Strong standard

Leaders and staff create a bespoke curriculum that is adapted according to the individual needs of the children that are attending the setting at the time. This means that all children receive targeted interventions that are skilfully aligned with their unique needs. Leaders promote opportunities for children to take part in outdoor learning. The development of children's communication and language is skilfully weaved throughout the nursery. Children sit together outside to listen to stories with staff. They concentrate intently and engage with the theme of the story as staff ask them questions and invite them to join in actions. Whilst following the story, staff point out the journey of the sun as it travels through the sky during the day and teach children how the sun helps plants and flowers to grow. Stories are creatively linked to children's current learning and the activities that they take part in during

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Curriculum and teaching Strong standard

the day. For instance, children explore flowers in each of the rooms. They investigate the difference between the types and colour of petals.

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Curriculum and teaching Strong standard

Leaders and staff immerse children in mathematical language, beginning in the baby room. Staff count foam bricks with children as they stack them and watch them fall. They share number songs with children and invite them to join in. As children move up to the pre-school room, they take part in number games where they practise writing numbers for their friends to identify and match on their bingo cards. Staff know children's individual levels of development and skilfully adapt activities according to their needs. For instance, staff recognise that some children like to count out individual wooden rods, to help them to recognise the link between numeral and quantity.

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Inclusion Strong standard

Leaders promote a culture of inclusion in the nursery, where all staff, children and families are welcomed and valued for the unique qualities that they bring. Leaders ensure that all individuals feel included and that their wellbeing is prioritised. For instance, every family is invited for bespoke induction sessions where key staff get to know the child and family, to determine children's unique starting points. They use this information to plan for children's individual needs. When staff and families identify that a child is not making expected progress, they take swift action to address any concerns and work together to plan for children's individual needs. Leaders and staff use a graduated approach to identify children's precise needs through observation and assessment and make appropriate referrals to external agencies for support where necessary. All staff wear lanyards that hold cards with

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Inclusion Strong standard

images and symbols to support children to communicate their needs. This means that children with special educational needs and/or disabilities (SEND) receive rapid, targeted intervention.

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Inclusion Strong standard

Leaders are recognised by families and the local authority for their commitment and the positive impact that they make for children with SEND. They strive to make a difference to the lives of all children and recognise that all children deserve the best start in life. Additional funding is used strategically to offer targeted interventions for children. For instance, leaders offer an increased ratio of adults to children. This means that children receive increased levels of support and intervention to meet their learning needs. Leaders and staff also recognise children's individual interests and fund extra-curricular activities to enhance their learning experiences. For instance, visitors are invited into the setting to share a variety of exotic animals with children. This builds on children's love of nature and teaches them how to care for animals that may be beyond their current experiences.

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Leadership and governance Strong standard

Leaders embed a culture of high expectations and professionalism across the setting. They consistently focus on securing rewarding experiences for all children and celebrate excellent practice. Leaders and staff actively reflect on practice and skilfully identify the setting's strengths and areas for improvement. They recognise where improvement is needed and have robust action plans in place to bring about change. For instance, they identify how they will redevelop an area of the garden to support more opportunities for children to plant and grow their own vegetables.

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Leadership and governance Strong standard

Leaders instil a culture of continuous improvement and provide opportunities for further professional development and career progression. Staff receive consistent levels of support to develop in their roles and understand the areas that they can improve on. They reflect on their own practice and identify how they can improve through further training or coaching and mentoring. Staff feel valued and receive support to promote their wellbeing.

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Leadership and governance Strong standard

Leaders work in partnership with other agencies to ensure that children receive the care and support that they require to make a sustained difference to their learning and development. For instance, leaders request and receive support from the local authority and speech and language team. This helps them to plan and implement targeted interventions for children with special educational needs and/or disabilities or other barriers to their learning. Leaders also prioritise partnership working with parents. They consistently offer thoughtful and positive engagement opportunities to create a collaborative approach towards children's development. This helps children to thrive and become well prepared for transitions to the next stage of their education.

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

Children thrive in the care of the attentive leaders and staff. They are warmly welcomed into the setting and develop secure attachments that promote children's feelings of emotional security. Children settle quickly and are excited to arrive for their daily sessions. They enthusiastically engage with their peers at activities that staff have skilfully created for them. Children attend and arrive on time. Leaders and families work together to establish unique routines so that all children benefit from the experiences on offer. Children demonstrate positive attitudes towards their learning, with increasing focus and attention.

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

Children's learning and development needs are established as soon as they begin attending the setting. This means that staff create bespoke planning that is focused precisely on children's unique targets. Children with special educational needs and/or disabilities or with other barriers to their learning are identified swiftly. They benefit from targeted interventions that support them to make steady progress during their time in nursery. For instance, children in receipt of additional funding receive increased adult interventions and a higher ratio of adults to children. This means that all children are able to flourish and become prepared for the next stage in their education.

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

Children learn to make choices and develop their independence. They practise using two items of cutlery in the tots room and drink from an open-top cup. Children serve themselves food at mealtimes, under the watchful eye of staff. Young children learn how to manage risks and safely use tools. For instance, they explore how to hold and use a hammer to squash frozen fruit between paper and explore the colourful patterns that they make. Children practise balancing along wooden planks that are elevated across plastic crates.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to further embed routines to realise a transformational impact on all children's achievement and

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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 : 07:00 - 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. wellbeing.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, 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. This data is from 1 July 2026

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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. 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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