Kids Planet Burgess Hill

Kids Planet Burgess Hill

Unique reference number (URN): 2851090 Address: 9 Victoria Way, Burgess Hill, RH15 9NF Type: Childcare on non-domestic premises Registered with Ofsted: 07/07/2025 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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Achievement Expected standard

Typically, children make secure progress from their starting points. They build on the knowledge and skills that prepare them well for the next stage in their learning. Children are curious learners, who enjoy choosing from a range of different activities that interest them. They show high levels of engagement and focus on activities, such as using syringes to squirt water, scooping in soil and sticking to create their own art. Children develop the skills they need to be independent, building on their confidence. For example, babies learn how to use their cutlery at mealtimes. Children begin to use tongs to pick up their fruit, while older children pour their own drinks from jugs, serve their lunches with spoons and practise eating with a knife and fork. Children learn to use tissues to wipe their noses and wash their hands afterwards.

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Achievement Expected standard

Children share a love of books and this is promoted through the nursery. Babies recall parts of stories they have heard before and develop their language, such as saying 'sssssss snake', when they talk about 'The Gruffalo'. Older children are able to express their needs well, they enjoy conversations with staff and each other, talking about their play, interests and experiences out of the setting. They build on their language and remember words, such as 'stethoscope', when learning about people who help them and role playing doctors and nurses in the baby doll hospital.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have established a positive and respectful environment with clear expectations for children's behaviour. Staff understand and apply these well. They are excellent role models. Staff model positive behaviour throughout the day and support children to share, take turns and show kindness. Children across the setting behave well. Older children confidently remind others of how to use the resources correctly. For example, when some children bang plastic tubes on the floor, children remind each other they must not do that and demonstrate how to use these correctly.

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Behaviour, attitudes and establishing routines Expected standard

Staff know children well, including staff who do not always work in the same rooms. They provide comfort to children when they are unsettled, such as blowing bubbles to provide some calm. Staff encourage other children to join in with activities, supporting them to build relationships with each other.

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Behaviour, attitudes and establishing routines Expected standard

At times, staff focus on completing tasks around routine times, such as changing children, tidying up or preparing meals, and not on children's individual needs. This means during these times, some children occasionally become upset or wander without support to transition smoothly.

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Behaviour, attitudes and establishing routines Expected standard

Leaders know families well and their own circumstances. They are aware of when children are late and follow up on non-attendance promptly, supporting parents and carers to overcome any barriers to children's attendance. They ensure parents understand the importance of their children attending, so children can benefit fully from the routines and learning experiences on offer.

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Children's welfare and wellbeing Expected standard

Staff know children very well. They form warm and nurturing relationships with them. Staff generally support children's wellbeing effectively. However, during some transitions, staff do not consistently consider children's individual needs. For example, at times, staff focus more on completing routine tasks than preparing children for change, and children who take time to settle are sometimes transitioned without warning. This can lead to children becoming momentarily upset.

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Children's welfare and wellbeing Expected standard

Staff promote healthy lifestyles very well. For example, children enjoy nutritious meals cooked on site by the nursery's catering team. Staff share home learning bags with recipes from the nursery and leaflets on healthy eating with parents and carers, as well as resources to support toothbrushing at home. In addition, staff take children on outings to the local shops to buy healthy foods for snack time. This supports children's understanding of making healthy food choices.

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Children's welfare and wellbeing Expected standard

Leaders have made improvements to the outdoor space and how staff promote children's physical development. Children have scheduled time outside and on the soft-play equipment to ensure each child has the required daily amount of physical exercise. Children enjoy activities that help them to move their bodies, such as climbing on equipment and moving to music, followed by opportunities to rest and relax. For instance, children experience calming moments in quieter areas, and older children take part in meditation sessions. All children sleep in line with safer sleep practices and staff follow children's individual sleep routines. Staff consistently promote positive hygiene practices, such as regular handwashing.

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Curriculum and teaching Expected standard

Leaders have a clear and ambitious view of the curriculum, which is designed to meet all areas of learning. Generally, staff understand the curriculum well. Leaders have identified this as an area of improvement and are providing support for staff to build on their knowledge and skills.

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Curriculum and teaching Expected standard

Staff understand the skills they want children to learn. They provide a range of activities to engage all children and support them in developing skills. For example, staff include cutlery that babies will use at mealtimes in play dough, so that they become familiar with these resources. Outside, staff encourage babies to use spoons to scoop soil and find hidden wooden mushrooms. This helps children to develop the skills they need for self-serving at mealtimes and feeding themselves, which supports the intent of the curriculum. Older children receive support to develop their independence further at mealtimes. In this way, learning is sequenced, and children build on what they already know and can do as they move through the nursery.

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Curriculum and teaching Expected standard

Staff are deployed well so that they can engage with children. In general, their interactions support and extend children's learning. For example, they hold up 2 mushrooms and ask the babies how many they have. Babies eagerly point and count the mushrooms. During water play, babies select various wooden foods from the water tray and collect them in cups. They add water and staff comment on the pretend vegetable soup they are making. They ask babies what vegetables they have in their soup, supporting their language and imagination. As babies take out each item of food from their cup, staff count the items, supporting babies' early mathematical development. However, at times, staff miss opportunities to support children's learning further with interactions, such as when they are moving from one activity to another or during story times.

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Curriculum and teaching Expected standard

Staff support all children, including those with barriers to their learning or wellbeing, to access the curriculum. For example, they provide quieter and calmer spaces, where children can focus and strengthen their listening and attention skills through physical games. Staff encourage children to draw shapes on the floor and count how many objects they have knocked over. This strengthens their mathematical understanding, while also developing their physical skills.

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Inclusion Expected standard

Leaders support families well who have children with special educational needs and/or disabilities. They identify children's needs quickly and effectively by gathering detailed information, when children join the setting. For instance, they use forms, discussions with parents and carers and close observations. Children, including those with barriers to their learning or wellbeing, benefit from adaptations to the routine that suit their needs. For example, staff offer flexible settling sessions to support children to settle at their own pace, and breaks and activities in quiet areas. This helps all children to feel calm, settled and ready to learn.

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Inclusion Expected standard

Leaders work closely with other professionals, such as health visitors, local authority support services, occupational therapists and speech and language therapists. They create plans of support, including strategies, such as now-and-next boards, visual timetables and visual cards to support children to understand what is happening next and feel prepared for transition times. While staff typically use these strategies, they are not yet applied consistently throughout the day. This means that some children do not always receive the support they need to manage transitions successfully, which can affect their confidence, independence and engagement in learning.

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Inclusion Expected standard

Leaders work with parents and staff to regularly review plans of support. They ensure children have the right support, when they need it, such as having an education, health and care plan in place to support transition to school. Leaders use additional funding well to support children's specific needs. For example, leaders purchase resources and children take these resources with them when they leave the setting to support transition to their next stage in learning, such as school. They also use funding to provide bespoke learning opportunities, such as small groups for children to learn how to play a harmonica. This supports children's engagement, taking part in small groups and strengthens their listening skills.

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Leadership and governance Expected standard

Leaders understand the nursery's strengths and areas for improvement. They have worked hard to ensure changes to staffing are managed smoothly, and newly recruited staff receive support and feel settled. Leaders are ambitious and recognise the staff team still needs time to embed their knowledge and practice.

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Leadership and governance Expected standard

Generally, staff feel supported in their role, and there is a variety of training courses they can access. Leaders support them with regular coaching and supervision sessions, where they can discuss their practice, skills and any gaps in their knowledge. Leaders are committed to supporting staff wellbeing. For example, they have introduced a staff passport system so that staff receive timely, personalised support when needed. Staff benefit from an employee assistance programme, a counselling app and an online messaging group that promotes connection and team support. Weekly wellbeing themes and regular social events help staff feel valued, supported and happy in their roles.

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Leadership and governance Expected standard

Recent improvements have been made to the outdoor area to ensure children are fully supported to remain engaged in purposeful learning. Leaders have also recently introduced home learning bags to help parents and carers support their child's learning. This has received positive responses from parents, who find the bags helpful.

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Leadership and governance Expected standard

Leaders show commitment to supporting families and building meaningful partnerships. For example, they provide a children's clothes swap shop, a breastfeeding area, a lending library and a community information board to help families to access local events and services. They also organise events that parents can become involved in, such as stay-and- play sessions, open days and afternoon tea events. These approaches help families to feel welcomed, supported and connected to the nursery community.

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

Children enjoy coming to the nursery. They and their families feel welcome and valued as part of the nursery community. Children build secure attachments with their key persons, who know them well. This supports children's wellbeing and feelings of security. Generally, babies are happy and settled at the nursery. Some babies who are new to the setting receive comfort and reassurance from staff. For example, staff use bubbles to help babies feel calm and relaxed.

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

There is a sense of belonging as children join staff in conversations about their interests and experiences beyond the nursery, such as moving house. This helps children to feel valued for their uniqueness. Babies take comfort in looking at photos of their families. They point to the family board and name family members. Staff respond and ask who else is in their family pictures. Babies also comment on each other's photos and name their family members and pets. Children take the nursery bear home at the weekends and share photos with their

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About this setting

Unique reference number (URN): 2851090 peers of what they did with him. These activities help to build links between the nursery and home for children, who may not yet be fully settled.

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About this setting

Children show they feel safe as they join staff and their peers in playing. They develop social skills as they play with others. Children share resources and activities with supportive guidance from staff. They are curious and grow in confidence as they explore activities that reflect their interests and stages of development. For example, children strengthen their fine motor skills as they make dinosaur footprints and cut into play dough, while staff support them to hold scissors correctly. Babies are aware of their surroundings and excitedly tell staff when they can hear the sound of rain on the windows. They hold their ears and point to the window. Staff are responsive and comment on the rain and the noise it is making, supporting babies' early communication and confidence. These activities prepare children well for the next stage in their learning.

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Next steps

Leaders should continue to embed high-quality teaching across the nursery, so that all children experience consistently effective interactions and support for their learning. Leaders should strengthen the organisation of routines, especially during transition times, to fully support children's individual needs and wellbeing.

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About this inspection

The inspectors spoke with leaders, staff, parents and 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 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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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 - 18:15

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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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