Kids Planet Ettrick Grove

Kids Planet Ettrick Grove

Unique reference number (URN): 2849038 Address: 47-50 Ettrick Grove, Sunderland, SR3 4AW Type: Childcare on non-domestic premises Registered with Ofsted: 30/06/2025 Registers: EYR, CCR, VCR Registered person: Kids Planet Day Nurseries Limited

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

Children, including those with special educational needs and/or disabilities and those who face barriers to their learning and/or wellbeing, make excellent progress across all areas of learning.

p.2

Achievement Strong standard

Babies develop secure early communication skills through warm, meaningful interactions with attentive adults. Staff sing songs and talk gently with babies throughout the day. Toddlers grow confident with early mark making. They use chunky chalks and begin to talk about the marks they make. Staff build on toddlers' vocabulary by modelling new words. They repeat what toddlers say and add simple language to help them describe their ideas. Pre-school children recall their prior learning and take part in sustained conversations. Staff encourage deeper conversations by asking questions. This helps children think critically and share their ideas. As a result, children make efficient progress in communication and language. They develop an increasingly rich vocabulary and become confident communicators.

p.2

Achievement Strong standard

Children are well prepared for their next stage of learning. They talk confidently and ask for help when they need it. They show independence that matches their age and stage of development. Children who are ready to start school show their readiness by recognising their name. They try to write the letters in their name. They can serve their own food at lunchtime and manage self-care independently.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders and staff are positive role models and have created a calm and harmonious environment. The respectful and nurturing environment helps children to behave as well as possible. Children interact with each other in a kind and thoughtful way. For example, children politely say 'excuse me' when they want to get past.

p.2

Behaviour, attitudes and establishing routines Strong standard

The high expectations of children's behaviour are well sequenced and age-appropriate. This supports children with special educational needs and/or disabilities and those who face barriers to their learning and/or wellbeing.

p.2

Behaviour, attitudes and establishing routines Strong standard

Staff have superb routines in place to support children's transitions. For example, teachers use timers to prompt children at tidy-up time. Children walk smoothly and calmly as they move through the nursery. They show positive attitudes towards tasks. For example, older children like to take the register and count heads when they move rooms. Children also enjoy being the helper at lunchtime when handing out the cups and cutlery. These routines are consistently established and embedded. As a result, children understand what will happen next and know what is expected of them. Overall, children show excellent behaviour.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders monitor children's attendance regularly. They work closely with parents and carers to identify and remove any barriers that may affect attendance. For example, leaders adjust session times where appropriate to support children to attend regularly. They consistently promote the importance and benefits of regular attendance with families.

p.2

Children's welfare and wellbeing Strong standard

Leaders and staff ensure that the nursery is a safe, warm and nurturing place. Staff consistently prioritise children's wellbeing and clearly focus on it. They create a positive and calm atmosphere in a well-designed environment.

p.3

Children's welfare and wellbeing Strong standard

All children have warm and secure attachments with their key person. Staff treat children with respect and kindness as they meet their care needs. For example, staff show children the nappy as an object of reference and talk to them directly about what they are doing. Staff regularly praise children for their efforts. This helps to develop children's self- confidence and self-esteem. This includes giving verbal praise and 'high fives'.

p.3

Children's welfare and wellbeing Strong standard

Staff work closely with parents to meet children's care needs consistently. This includes sleep and dietary needs. Staff actively encourage children to take responsibility and develop self-care skills and independence. Staff choose children as 'special helpers', and the children take pride in it. They happily help with tasks such as handing out cups and clearing plates at lunchtime.

p.3

Children's welfare and wellbeing Strong standard

Children benefit from an inclusive approach to wellbeing. Staff work closely with families and external professionals to support children who are vulnerable or need extra help. For example, some children who have experienced significant changes in their family circumstances receive emotional support. As a result, these children feel understood, safe and supported.

p.3

Children's welfare and wellbeing Strong standard

Leaders promote healthy lifestyles effectively. They do this by providing nutritious meals, physical activity, outdoor learning and oral health initiatives. For example, pre-school children joined a tooth-brushing activity. This helped them see why taking care of their teeth is important.

p.3

Curriculum and teaching Strong standard

Leaders have designed an ambitious curriculum, breaking it down into small steps. Staff provide a balance of planned activities that follow children's interests. In the pre-school room, children create sunflowers with various craft materials. Staff know which skills and knowledge children need to learn next. They quickly adapt activities. Children can access a curriculum appropriate to their age and stage of development. As a result, children, including those who face barriers to learning, make steady progress. Overall, leaders have designed an effective curriculum that helps children become kind, confident and effective communicators.

p.3

Curriculum and teaching Strong standard

Leaders prioritise communication, language and a love of reading. Staff nurture this through shared stories, cosy book areas, songs and meaningful conversations. Leaders strengthen this further by offering a lending library to families. As a result, children grow into confident and effective communicators in the setting and at home. Their love of reading flourishes alongside this. Leaders recognise that outdoor learning is vital for children's wellbeing and development. A sports coach teaches children, supporting and developing their physical skills. These skills are taught in small steps that are appropriate to each child's age and stage of development. For example, pre-school children pretend to be jungle animals and work together as a team. Staff ensure learning is engaging. As a result, children eagerly take part in physical learning activities.

p.3

Inclusion Strong standard

Leaders have created an effective inclusive culture. They have consistently high expectations of all children. They ensure that every child thrives and has appropriate support. Staff swiftly identify children with special educational needs and/or disabilities. They work closely with leaders to meet the needs of children and reduce barriers. Leaders and staff work sensitively with parents at the earliest opportunity.

p.4

Inclusion Strong standard

Leaders work closely with a range of professionals, including physiotherapists, speech and language therapists and occupational therapists. They promptly seek advice, training and resources to help meet children's individual needs. Leaders also work in partnership with parents, holding regular meetings. They continuously develop and review support plans. Disadvantaged children benefit from these positive partnerships. As a result, clear and measurable targets are used. Children receive tailored support and make ample progress from their starting points.

p.4

Inclusion Strong standard

Leaders rigorously monitor the progress that children make. Staff regularly review children's targets and adapt support plans where needed. This ensures that support remains effective and responsive to each child's needs. Staff consistently use a range of communication strategies, such as communication boards, symbols and Makaton. Leaders ensure that they securely embed this high-quality approach. As a result, children make excellent progress and achieve positive outcomes.

p.4

Inclusion Strong standard

Leaders use additional funding efficiently to meet children's needs. For example, a dark sensory tent offers children a quiet space to regulate their emotions. Staff actively contribute their ideas about the resources they think would benefit children. Leaders work closely with parents to ensure that funding has the greatest possible impact both in nursery and at home. Overall, leaders have a strategic overview of funding. This helps children, including those with learning challenges, get support that lets them thrive and make progress.

p.4

Leadership and governance Strong standard

Leaders are very passionate about their role. They have established a clear and ambitious vision that reflects the needs of the community, the children and the families that attend. Leaders have a strong understanding of their local community. They use this knowledge to ensure the curriculum reflects children's needs and experiences. For example, children regularly visit the local park and the local recycling centre to recycle used batteries. Children also visit the local care home, where they spend time with the residents. As a result, children are able to make connections between their learning in the nursery and the wider community. Leaders have an accurate understanding of the setting's strengths and are proactive in identifying areas for further development. They are committed to continually improving the quality of the provision and experiences for all children. Leaders have made significant improvements to the outdoor learning environment. They have adopted the Scandinavian

p.4

Leadership and governance Strong standard

Udeskole approach. As a result of this approach, children have increased opportunities for exploration, risk-taking and physical development. Leaders carefully evaluate the impact of these initiatives to ensure they continue to enhance children's learning and development.

p.5

Leadership and governance Strong standard

Leaders promote staff wellbeing and manage workload effectively. They have created a culture in which staff feel highly valued and respected. For example, thoughtful gestures such as appreciation gifts for employee of the month help staff feel recognised. Leaders check in with staff regularly and hold frequent supervision sessions to discuss wellbeing and practice. Clear communication and a strong team culture help staff feel confident and cared for.

p.5

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.6

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.6

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

Children in this setting feel secure, valued and happy. They have developed warm trusting relationships with staff and their key persons. Children enjoy learning and take part in activities with enthusiasm. They have a range of opportunities within a well-planned curriculum. As a result, children become kind, confident and effective communicators.

p.6

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

Children's learning reflects their starting points and supports their next steps. Younger children build early foundations by rolling and poking dough. As a result, children strengthen their fine motor skills. Older children enjoy mark-making activities and like listening to the first sounds in words. Children, including those who face barriers to their learning, benefit from an inclusive environment and small targeted steps. This enables them to make clear progress.

p.6

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

Children feel a deep sense of belonging as they learn and play alongside their peers. They show kindness towards each other. Older children help younger ones find resources. They also show them where to put things during tidy-up time. Children in the pre-school have opportunities to be part of the nursery council. They share ideas about what they want to learn and agree what the room rules are.

p.6

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

Children benefit from a positive parental partnership. The setting makes parents feel heard, valued and fully engaged. As a result, this partnership supports the learning and wellbeing of children.

p.6

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

The setting recognises each child's uniqueness by weaving their interests from home into its activities. Children hear and use a wide range of languages in the setting. For example, daily routines include words from children's home languages and stories.

p.6

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

Children develop their sense of self and confidence. They respond positively to sensitive reminders about sharing resources. Children learn how to interact kindly. Consequently,

p.6

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Registered person: Kids Planet Day Nurseries Limited

p.7

Address:

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

p.7

Address:

Local authority: Sunderland children thrive and become their best selves in this environment.

p.7

Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvements and high standards. They should focus on creating a transformational impact over a sustained period of time.

p.7

About this inspection

The inspector spoke with leaders and staff during the inspection.

p.7

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.

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.8

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

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.

p.8

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 .

p.9

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 .

p.9

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

Urgent improvement

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

p.9