Kids Planet Warwick

Kids Planet Warwick

Unique reference number (URN): 2850570 Address: Blackfriars House, West Street, WARWICK, CV34 6AN Type: Childcare on non-domestic premises Registered with Ofsted: 29/07/2025 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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Inclusion Strong standard

Leaders implement robust and effective procedures that inform positive practice across the setting to meet the needs of children with special educational needs and/or disabilities (SEND), disadvantaged children, those who are known or previously known to social care, and children with other barriers to their learning.

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Inclusion Strong standard

Leaders value the languages used across the setting. They provide a library in the entrance hall for all families, including those who speak English as an additional language. This supports children and their families in feeling welcome as they recognise familiar text while accessing the lending service.

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Inclusion Strong standard

The highly skilled leaders who coordinate support for children with SEND have clear oversight across the setting. They work in close partnership with individual staff members to swiftly identify children's needs and to plan effectively for their learning. The special educational needs coordinator (SENCo) implements an effective approach to support children with SEND to make small steps of progress, consistently building on what they already know and can do. Leaders share information with parents to implement effective strategies across the setting and the home learning environment.

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Inclusion Strong standard

The SENCo makes best use of the local support in place for children with SEND. This ensures that children access prompt support through timely referrals, helping them to develop across all areas of learning.

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Inclusion Strong standard

Leaders work effectively in partnership with social care. They consistently place children at the centre of decision-making and take appropriate action to ensure children's individual needs are met, prioritising their physical and emotional wellbeing.

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Achievement Expected standard

Children make steady progress across all areas of learning. They enjoy talking about familiar experiences, typically joining in with stories, songs and discussions. They repeat new words and phrases, which helps them to express their ideas clearly and build confidence. Children with special educational needs and/or disabilities make secure progress from their starting points due to the swift identification and targeted intervention implemented.

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Achievement Expected standard

Children show curiosity in play and enjoy exploring and investigating their surroundings. Children begin to complete simple investigations through daily play with mud, sand and water. This supports their understanding of the world and helps them develop an early awareness of scientific concepts. Children strengthen their physical skills as they climb and balance, developing both gross and fine motor control needed for their overall development. They become increasingly independent in making choices, following simple routines and taking responsibility for aspects of their play. Children who may face barriers to their learning are supported to participate alongside their peers. As a result, all children gain the knowledge and skills they need to be confident and resilient learners, well prepared for the next stage of their learning, including the move to school.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff work together to implement a cohesive and inclusive approach to supporting children's behaviour. A well-sequenced model that helps to develop children's understanding of the impact of their behaviour on others is firmly embedded. Overall, expectations of children are clear, and these build as children transition from room to room, helping them to make positive behaviour choices. However, on occasion, some staff do not respond promptly enough to hold children's interest when they show signs of becoming disengaged. Partnership working with parents celebrates punctuality and regular attendance.

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Behaviour, attitudes and establishing routines Expected standard

Staff interactions with children are respectful. They model kindness and compassion and praise children when they are kind to each other. Children learn to take turns and play cooperatively. Older children show interest in their peers and interact socially as they sit in a group looking at the globe and discussing where they live. Younger children access resources independently and get along well as they play. Babies play alongside each other, taking turns with the resources in the role-play environment.

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Behaviour, attitudes and establishing routines Expected standard

Staff provide warm and nurturing care to children to build positive relationships. Babies and children develop independence in their self-care routines. Babies are well supported to wash their hands, and older children follow hygiene routines confidently and competently. Children develop important life skills, building dexterity in their hands and refining hand–eye coordination to serve their meals and pour drinks. Children are well supported to develop positive attitudes to learning that help them feel prepared for the next stage of their education.

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Children's welfare and wellbeing Expected standard

Leaders have a clear overview of the support in place for children's physical and emotional health. They make strategic decisions that underpin children's understanding of the importance of a healthy lifestyle. They work with children and parents on the healthy menu and promote oral health through activities, experiences and ongoing discussions. Staff support children to take on leadership roles within the setting. Children in the pre-school room take on many different responsibilities, such as checking attendance, leading their peers from one room to another and assessing risks alongside staff members. These tasks support children in developing their understanding of their own health and safety, and the actions to take if they identify a hazard in the learning environment.

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Children's welfare and wellbeing Expected standard

Children benefit from adventurous play in the outdoor learning environment. They develop their self-help skills as they persevere in putting on their wet-weather gear to play in the rain. Children develop their knowledge of the world around them as they experience all weather conditions. Care routines are respectful, and staff ensure children's privacy. Leaders role model a gentle, unhurried approach that helps children develop a sense of connection and belonging. Every opportunity is given to encourage children to carry out care tasks for themselves, such as wiping their noses and disposing of tissues. Effective routines help children to understand the importance of good hygiene practice from an early age.

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Curriculum and teaching Expected standard

Leaders are committed to providing a high-quality curriculum that supports children to make progress and achieve well across the majority of their learning. They recognise the need to continue supporting staff to embed the curriculum further, ensuring it is consistently understood and delivered across all rooms. Assessment is used effectively to support children's progress. Staff know their key children well and can confidently discuss their development. Next steps in learning are clearly displayed in each room, helping staff to plan activities and experiences that build on children's interests and developmental needs. Where necessary, staff make appropriate adaptations to ensure activities and experiences meet the individual needs of all children and support inclusive learning.

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Curriculum and teaching Expected standard

Staff engage children in singing and story sessions. Children develop communication and language skills as they typically join in with the familiar words and actions. On occasion, young children become disinterested when they are required to sit still for longer than is appropriate for their stage of development. Staff plan experiences that reflect an inclusive approach. They adapt their interactions with children to ensure they are all fully involved in routines and learning. For example, children who struggle to sit down are supported with a fidget cushion to help them succeed at mealtimes.

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Curriculum and teaching Expected standard

Children enjoy engaging in sensory experiences such as mud, sand and water. Young children enthusiastically pour water from a variety of containers. Although staff members narrate children's actions to sustain attention and prolong play, they do not consistently weave mathematical language into daily routines and experiences to deepen children's early mathematical understanding.

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Leadership and governance Expected standard

Leaders have a clear vision for the setting. They are working positively to build consistently effective practice to ensure all children make the best possible progress. Leaders are committed to inclusion. The ongoing success and positive impact on the children and families that attend is recognised by the recent quality assurance mark awarded to the setting by the local authority. Leaders work in successful partnership with parents and carers, as well as external agencies and professionals. Their swift action supports children with special educational needs and/or disabilities (SEND) and those known or previously known to social care to make secure progress.

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Leadership and governance Expected standard

Staff report high levels of wellbeing and say they feel well supported in their roles. Staff members appreciate feedback on their performance, which helps them develop professionally. Training and professional development opportunities support leaders and staff to drive improvement across the setting. Regular staff meetings and professional discussions typically help to provide clarity and ensure that areas for development are a focus across the team. Leaders build positive working relationships with other settings that children, including those with SEND, move on to. Transition is extremely well planned. Leaders and staff are proactive, inviting teachers into the setting to meet children and observe them in their familiar learning environment. This helps to build children's resilience and develop their awareness of the next stage of their education.

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

Children thrive in this nurturing setting. They receive a warm welcome from staff members who show genuine interest in their wellbeing and individual personalities. This helps babies and children feel valued and contributes to their positive attitudes towards learning. Staff work closely with parents to ensure they get to know children well. Staff in the baby room mirror children's routines from home to help babies feel settled and nurtured. They gather information from parents when children first start attending, which they use to plan effectively to promote children's development. This has a positive impact on the progress children make across all areas of learning.

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

Children enjoy spending time outdoors. They make choices during play and are well supported in getting dressed in wet-weather clothes to spend time in the large outdoor play space. Children receive appropriate help, enabling them to persevere with self-help skills. Staff support them to sit down while they put on and take off their wet-weather trousers. They also make a game out of ensuring that boots go on the correct feet. Children are eager to do things for themselves and respond with pride to the encouragement and praise that staff offer.

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

Children can extend learning and explore sensory opportunities, such as water and sand. Access to these experiences supports children's attention as they spend a prolonged time engaged in play. Opportunities to climb, balance and swing in the garden all help children to become confident in their physical skills and abilities. Older children benefit from weekly sessions of sport and active play, which nurtures their understanding of the importance of exercise and rest. Children learn about the importance of their own health and safety as they engage in assessing risk with the help of staff members.

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

Children develop their confidence as they take on leadership roles throughout the week. This includes taking the register, which helps to promote their understanding of attendance.

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

All children develop into independent and curious learners. They receive just the right amount of support from nurturing staff who encourage them to get involved in their personal care. For example, even the youngest children are supported to wash their hands before

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Address:

Blackfriars House West Street WARWICK CV34 6AN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registration date: 29/07/2025 eating and after nappy changes. This helps to develop healthy habits for the future and prepares children well for the next stage of their education journey.

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Next steps

Leaders should strengthen mathematical teaching through daily routines and play opportunities across the setting so children develop a secure understanding of mathematical concepts and language. Leaders should support staff to plan and implement group experiences that consistently meet the developmental needs of babies and children, considering their interests and their listening and attention skills. Leaders should strengthen the consistent implementation of the curriculum across the setting to ensure all children achieve the best possible outcomes.

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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 this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage. Registered person: Kids Planet Day Nurseries Limited

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About this inspection

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

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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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