Kids Planet Mapperley South

Kids Planet Mapperley South

Unique reference number (URN): 2833582 Address: Kids Planet Day Nurseries, 150 Porchester Road, Nottingham, NG3 6LB Type: Childcare on non-domestic premises Registered with Ofsted: 06/03/2025 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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Achievement Expected standard

Children learn to develop their smaller muscles to prepare for their future independence. For example, children learn to squeeze dough, pinch using tweezers and chop their own snack. They also develop their larger muscles. For instance, babies climb a low-level slide, while older children play outdoor games, moving in different ways. Children access the outdoors in all weathers wearing suitable clothing. Babies enjoy freely walking and crawling in the rain. They also explore nature, such as mixing mud and water, with support from staff.

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Achievement Expected standard

Children develop their communication and language skills well. They listen to stories and enjoy independently accessing books, turning pages and looking at the pictures. Children enthusiastically join in with familiar nursery rhymes using actions and words. They also learn new words to broaden their language skills through hands-on experiences. For example, when children cut up a watermelon, they describe the texture of the fruit as 'soft' and 'hard'. They also develop their mathematical language and understanding, where they join in counting objects of interest and compare objects based on their size. However, due to staff not consistently extending children's learning or giving them enough time to respond to their questions, children do not make even better progress.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have established clear routines for children. For example, children know where their coats and boots belong. They understand to wash their hands and sit for snack and lunch. However, on occasion, staff do not consistently put in place clear and high expectations for children to follow. For example, some children continue to model inappropriate behaviour, and staff do not consistently follow up the setting's rules or boundaries.

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Behaviour, attitudes and establishing routines Expected standard

Staff help children to develop positive attitudes to learning. For example, they encourage them to have a go or model with children how to achieve. Children receive support by staff to snip using scissors, whereafter, they enjoy trying independently. Children show pride in their achievements. They play alongside others well, and staff support children to take turns. Staff use strategies to support children to be patient, such as saying whose turn it is now and next or sharing other resources to play with while they wait.

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Behaviour, attitudes and establishing routines Expected standard

Children also develop positive bonds with staff, who follow their interests. For example, when babies show an interest in sliding down a wooden slide, staff support children on how to go down safely. Children confidently address their needs, and staff are responsive, such as during nappy changing. Leaders and staff promote positive attendance and punctuality. They follow up unexplained absences in a timely manner to ensure children are safe.

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Children's welfare and wellbeing Expected standard

Generally, staff support children to manage their own personal needs well. For example, they share advice on toilet training to parents and carers to put in place consistent strategies. They also provide opportunities for independence, such as children pouring their own drinks and using cutlery. Additionally, staff support children's understanding of positive hygiene. Children comment how they are getting rid of the germs when washing their hands before eating. Staff use simple words or signs to support children during intimate care hygiene, which children confidently follow. Leaders also support families, offering essentials to take home, such as nappies and wipes. This particularly supports disadvantaged children. Leaders make further adaptations to their menu and seating arrangements to support children with allergies and intolerances.

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Children's welfare and wellbeing Expected standard

Children build their confidence well during their time at the setting. Leaders and staff offer flexible settling-in sessions when children first start and plan transitions from one room to another well. Children meet their new key persons and share booklets with photos of the setting and staff to help prepare children for the change. Typically, leaders put in place consistent strategies to support children known to social care and those with special educational needs and/or disabilities to help ease anxiety. For example, they put in place one-to-one support during their time at the setting and encourage small steps in children's independence over time.

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Curriculum and teaching Expected standard

Leaders and staff have established an ambitious curriculum focusing on developing children's communication and language skills. This supports the needs of their current children. Staff assess children's development well to put in place appropriate next steps in learning. They use this information to plan and provide resources to build on children's knowledge, skills and understanding. For example, staff plan to introduce new vocabulary to broaden younger children's language skills when preparing snack, such as introducing the words 'juicy' and 'sticky.' However, sometimes, staff do not consistently extend children's learning further to support them in making even better progress in all areas of learning. For instance, staff do not consistently question further or share more knowledge on a topic to deepen children's learning.

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Curriculum and teaching Expected standard

Leaders and staff develop children's communication and language skills well. They comment on and narrate children's actions in the moment. Staff adapt their language, such as using simple words and actions for babies and longer sentences for older children. They also use objects and pictures alongside words to reduce barriers to children's learning. This particularly supports children who speak English as an additional language and those with special educational needs and/or disabilities. Staff regularly read books based on children's interests, where they talk about what is happening in the story. However, from time to time, staff do not consistently give children enough time to think and respond to their questions. This does not help children to develop their language skills even further.

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Inclusion Expected standard

Typically, leaders and staff identify and assess children's needs to put in place adaptations to support children's wellbeing and help them to access learning. For example, generally, staff adapt their language to support children with special educational needs and/or disabilities. For example, they use simple language and objects of reference to help their communication and language development. Leaders also work well with parents and carers to gather information and share concerns promptly to make referrals when necessary. They share advice to parents to help children's development, such as reducing dummy use and consistent strategies to support toilet training.

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Inclusion Expected standard

Leaders also work closely with outside agencies to support those children known to social care. They offer their setting as a familiar location to support children's confidence when organising regular meetings through social care. Leaders put in place consistent support for children known to social care to ease anxiety and build their confidence, such as having a familiar key person throughout their time at the nursery. They also offer food bags and essentials to all families, which particularly supports disadvantaged children. Leaders use early years additional funding to support the needs of individual children. For instance, they plan and organise new experiences and fund towards clothing for their next steps in education.

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Leadership and governance Expected standard

Leaders and staff attend mandatory training to stay informed with any changes to the early years foundation stage to keep children safe. Leaders are also aware of their setting's strengths and areas for improvement. They reflect well to put in place appropriate targets and support for staff to build on their professional development. For example, some staff implement communication resources from training to support children with special educational needs and/or disabilities. However, staff do not consistently embed high-quality teaching to support children's overall development further, such as extending children's learning and giving them enough time to think and respond to staff's questions.

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Leadership and governance Expected standard

Leaders support staff's wellbeing well through offering regular check-ins and individual support. For example, leaders support staff returning to work and give time to apprentices to complete assignments. Staff comment positively on the setting and value the leaders' open communication and planned-in employee initiatives.

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Leadership and governance Expected standard

Leaders and staff work closely with parents and carers, sharing updates on children's learning and any concerns to put in place possible referrals. They also share information and work well with the local schools to support positive transitions. Staff share reports and arrange visits for children to meet their new teachers. This supports continuity in care and education.

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

Children develop positive relationships with leaders and staff, helping them to feel safe and secure to access the provision. Children are at the heart of the setting. They enjoy joining in with activities and resources based on their interests. These are planned by staff, who gather this information from parents and carers before children start. Children engage and sustain attention well. Leaders also put in place consistent strategies, which particularly support those children known to social care. For example, children engage with familiar staff members and benefit from embedded routines. Leaders and staff promote positive attendance and punctuality with parents and carers. They follow up unexplained absences in a timely manner. This helps to keep children safe.

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

Children learn through staff planning hands-on experiences to heighten children's senses. For example, babies enjoy using their hands to paint in the rain, and older children mould mud into balls to create faces. This also supports children to develop their smaller muscles. Older children talk about the process of making their creations, adding different facial expressions to develop their understanding of emotions. Children also name feelings through books and in the moment, modelled by staff. They receive cuddles and reassurance from staff when needing support to manage their emotions. Further support is put in place by staff for those children with special educational needs and/or disabilities during times of upset or uncertainty, such as using visuals, simple language and toys of interest.

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

Typically, staff help children to develop healthy habits. For instance, older children prepare their own snack. They develop independent skills to support their future learning. Children also enjoy having conversations with staff and their peers during eating times about future events. This supports positive social interactions. Children name and describe a variety of fruits, which staff model. They also collect seeds to plant in their allotment or outdoor area. This helps children to learn where food comes from.

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Next steps

Leaders should support staff to extend children's learning to build on their knowledge, skills and understanding further. Leaders should support staff to consistently give children enough time to think and respond to questions to promote language skills further. Leaders should support staff to embed high expectations to support children to behave well.

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About this inspection

The inspector spoke with leaders, staff, parents, carers 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

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Address:

Kids Planet Day Nurseries 150 Porchester Road Nottingham NG3 6LB

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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 : 07:30 - 18:00

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Address:

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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0 to 4

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.

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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

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 .

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

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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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