Kids Planet Mapperley

Kids Planet Mapperley

Unique reference number (URN): 2833566 Address: Kids Planet Day Nurseries, 145 Woodthorpe Drive, Mapperley, Nottingham, NG3 5JL Type: Childcare on non-domestic premises Registered with Ofsted: 06/03/2025 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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Achievement Expected standard

Typically, children make expected progress in their learning and development. Children with special educational needs and/or disabilities (SEND) generally learn how to express themselves with the use of gestures and visual aids. Children with SEND receive the support they need to make progress. This is achieved through targeted support and positive interactions from staff who know their needs well. Children develop a range of skills.

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Achievement Expected standard

Children develop their physical skills well. For instance, babies pull themselves up and learn how to climb small steps. Older children move on bicycles in the garden. Children show confidence as they explore and make choices in their play. They develop their speaking skills as they repeat words and phrases. Children take part in meaningful conversations as they play alongside their friends. This helps them to develop new language to prepare them for the next stage in their education. As a result, children make progress from their starting points.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have worked diligently since the last inspection to develop positive routines for children. They acknowledge that these changes are beginning to have a positive impact on children's experiences. Children follow the embedded routines well, for example when getting their coats and shoes ready to go outside. Furthermore, they enjoy the responsibility of carrying out tasks such as tidying away toys.

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Behaviour, attitudes and establishing routines Expected standard

Staff are generally consistent with rules and boundaries for children. They support children to resolve conflicts through talking and using gentle reminders. For example, when children choose the same chair, staff remind them to take turns, supporting them to overcome conflict. Children with special educational needs and/or disabilities receive support to understand the rules and routines with the help of visual aids. Typically, children respond well to the rules and boundaries in place. However, staff do not consistently support children to think about why the rules are needed and the possible consequences of not following them. This results in children not consistently learning ways to keep themselves safe.

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Behaviour, attitudes and establishing routines Expected standard

Leaders work with families to promote the importance of positive levels of attendance. They understand the value of ensuring that all children, including those with identified barriers, are able to attend the setting. This helps children to benefit from the curriculum and learning opportunities provided.

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Children's welfare and wellbeing Expected standard

Settling-in sessions support children's welfare. Children benefit from individualised settling-in sessions to help them feel safe. Leaders and staff work with families to understand children's individual routines and health needs. Children develop close bonds with their key persons, who know their individual needs well. Children seek out staff for cuddles and reassurance when needed. This successfully promotes children's welfare. Staff provide children with a range of balanced and healthy meals. Staff encourage conversations during mealtimes to promoting children's knowledge and understanding of the benefits of eating healthy vegetables and leading active lifestyles. For instance, children enjoy daily opportunities to go outdoors where they play chase with their friends. Staff ensure all children, including those with barriers to their learning, receive support to understand the impact exercise has on their bodies. Children learn the benefits of exercise

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Children's welfare and wellbeing Expected standard

Staff generally support children's independence skills well. They have a clear understanding of the setting's curriculum to promote this. For example, all children, including young children, receive support to develop their physical skills at mealtimes, such as serving themselves and pouring their own drinks. These skills develop as children transition through the setting, building on their self-care skills well.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the curriculum in the setting. Staff understand the importance of sequencing children's learning. For example, younger children learn how to self-serve at mealtimes to get ready to move up to the next room. However, some children do not consistently benefit from staff deploying themselves to extend their learning during their play. For example, staff sometimes focus their attention more on activities with some children. This occasionally means that, during free play, not all children have their learning extended.

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Curriculum and teaching Expected standard

Staff provide children with a wide variety of learning experiences that capture children's interests. For example, they plan trips to the local park to spark children's interest in bugs. Staff provide children with opportunities to develop their physical skills as they use a range of tools to scoop soil when they search for bugs. Overall, staff know children well and use this knowledge to adapt activities to develop their learning. However, the teaching of mathematics is not yet consistent across the setting. Some staff do not consistently provide children with opportunities to extend their learning further. For example, staff do not consistently support children to point to objects as they count to help children to correctly identify quantities.

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Curriculum and teaching Expected standard

Children enjoy sharing stories with staff, and babies smile and giggle as they explore different textures on the page. Staff introduce new vocabulary, such as 'grasshopper', which children copy. They sing a range of songs and nursery rhymes with children, which supports their communication and language. Families have the opportunity to borrow books from the setting to share with their children at home.

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Inclusion Expected standard

Leaders have a clear understanding of how to identify children who may need additional support to reach their full potential in their learning and development. This is achieved through observations and tracking children's development with assessments. This results in barriers to children's learning being identified quickly and children receiving the support they need. The setting provides a range of strategies to support children with special educational needs and/or disabilities (SEND). For example, staff wear pictures of emotions on lanyards to enable children to show them how they are feeling. Leaders use additional funding to provide children with targeted support and resources to increase their engagement. Children benefit from purposeful high-quality interactions from staff. They use clear and repetitive language to support children's understanding and expectations. This results in children being calm, engaged and responsive to staff.

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Inclusion Expected standard

Generally, children with SEND make expected progress in their learning and development. Leaders work well with other professionals, make timely referrals and provide relevant reports to support outcomes for children in their care.

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Leadership and governance Expected standard

Leaders are passionate about the care and education they provide. They have been committed to making changes since the last inspection. Leaders acknowledge that there are still areas to develop. Staff report that they feel supported by leaders and their wellbeing is considered. Since the last inspection, they have received training to support their interactions and practice with children. This has raised staff's confidence in providing engaging learning opportunities and positive interactions with children. This has been achieved through regular supervision meetings, peer observations and targeted training for staff. However, leaders have not consistently targeted support for staff around helping children to understand the consequences of their behaviour. Staff have received support to develop their knowledge and skills in planning a range of engaging activities for children and their next steps in learning.

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Leadership and governance Expected standard

Leaders and staff form positive relationships with parents and carers. Parents speak positively about the care the setting provides. Leaders and staff provide regular parents' meetings to discuss and celebrate children's learning and development progress. Therefore, parents feel fully informed about their children's learning. Staff offer ideas to support children's personal care at home, including toilet training and dental hygiene. This helps to provide continuity between home and the setting.

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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 are settled and happy at this nurturing setting. Children have secure relationships with staff. They demonstrate that they feel safe and secure. Transitions when children join and throughout the setting are well thought out to support children's wellbeing. Staff know children extremely well. They provide them with a range of activities that capture their interests and help them to progress from their starting points in learning. For example, young children develop their physical skills, such as when they use tools to scoop, tip and pour water as they explore fruit and make water potions.

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

Children happily play alongside their friends. They confidently share their ideas and feelings as they make pretend faces with play dough. Children learn about their emotions and what makes them happy. Staff promote the curriculum to support children's physical development well. Children show resilience and perseverance as they play with tools in sand. As children find this tricky, staff are positive role models, showing children how to do it and praising their achievements. This promotes children's confidence and self-esteem.

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

Generally, children behave well and have positive attitudes to their learning. Children show kindness to each other as they share toys and work as part of a team to tidy away. Children enjoy listening to a range of stories with staff and their friends. They join in with repeated phrases and show their previous learning as they name characters. Younger children enjoy feeling different textures in familiar storybooks. Children develop a love of books.

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

Leaders and staff work closely with parents and carers and develop positive relationships with them. They ensure parents understand the importance of regular attendance to promote children's learning and development. Children with special educational needs

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Address:

Kids Planet Day Nurseries 145 Woodthorpe Drive, Mapperley Nottingham NG3 5JL

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Address:

Type: Childcare on non-domestic premises

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Address:

Registration date: 06/03/2025 and/or disabilities or children who face barriers to their learning receive targeted support with their learning and development. Leaders and staff adapt activities to support children's developing needs. The use of visual aids allows children to make choices in their play.

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Next steps

Leaders should support staff to understand how to deploy themselves more effectively to extend all children's learning in their play. Leaders should support staff to develop their teaching of mathematics, helping children to link number and numerals to amounts. Leaders should support staff to support children's understanding of how to keep themselves safe and the consequences of their behaviour.

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About this inspection

The inspectors spoke with leaders, staff, the special educational needs coordinator, children and parents and carers 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. Registered person: Kids Planet Day Nurseries Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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About this inspection

Local authority: Nottinghamshire County 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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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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