Kids Planet Frodsham

Kids Planet Frodsham

Unique reference number (URN): 2495355 Address: Mill Lane, FRODSHAM, Cheshire, WA6 7JA Type: Childcare on non-domestic premises Registered with Ofsted: 17/08/2018 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 Strong standard

All children enjoy achieving and make consistent progress across all areas of learning. This includes children with special educational needs and/or disabilities (SEND) and children who may face other barriers to their learning and/or wellbeing. Babies beam with pride as they pull themselves up and are guided by gentle staff. Children giggle as they roll a hoop across the ground. They help each other step over the low wood outside, cheering each other on as they get to the other side. Young children learn independence skills as they drink from an open-topped cup. They sit extremely well and listen to stories and rhymes. Children learn to focus on what is important. Older children are asked to give their opinions and form a committee. They make decisions and learn important life skills. Children enjoy learning and consistently form extremely positive attitudes to learning. All children, including those with

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Achievement Strong standard

SEND, are prepared consistently well for their next stage in learning.

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Behaviour, attitudes and establishing routines Strong standard

Leaders ensure that all children, including those with special educational needs and/or disabilities (SEND), feel included and that their needs are met. Leaders have high expectations for all children, including those who may face barriers to their learning and/or wellbeing. All children behave extremely well and know what is expected of them. Any incidents of poor behaviour are dealt with swiftly, kindly and consistently. This helps children to feel safe, secure and settle quickly.

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Behaviour, attitudes and establishing routines Strong standard

Leaders understand the importance of promoting attendance with their families. They have robust systems in place to help keep children safe. Leaders work closely with families and support them to access external agencies if needed. This helps to form positive relationships and establish consistent routines.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff form extremely positive relationships with all children. This includes children with SEND and those who may face other barriers to their learning and/or wellbeing. Leaders ensure their staff know the children well and design and plan activities to meet their individual needs. Routines are embedded consistently well, and adults work hard to achieve the very best outcomes for all children. Activities and routines are skilfully adapted to meet the needs of all children, including those with SEND. Group and story times are managed well. Children know where to go during mealtimes and follow set routines with ease. This helps children to form extremely positive attitudes to learning.

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Curriculum and teaching Strong standard

Leaders have designed an inclusive curriculum that meets the needs of all children. This includes children who may face barriers to their learning and/or wellbeing and those who have special educational needs and/or disabilities (SEND). There is a particular emphasis on physical development throughout all the rooms, and children are consistently given lots of opportunities to develop their physical skills. Young children splash and pour water

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Expected standard

outside. Older children roll hoops and kick balls, developing coordination and balance. Children grow in confidence as they explore the outdoor area together and learn new skills.

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Expected standard

Leaders have ensured that their curriculum consistently builds on what children already know and can do. Babies feed themselves with a spoon and use sign language to ask for more. Young children choose where to sit for lunch and hand out the plates to their friends. Older children pour their own drinks and scrape their food into the bin. Children learn important life skills as they grow in confidence and self-esteem.

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Expected standard

Leaders and staff know the children extremely well. They design and plan highly inclusive activities to ensure children's communication and language development is supported consistently well. Children sit and listen to stories read by nurturing staff. They wash dolls together and learn new words such as 'splash' and 'scrub'. Children giggle as they sing songs and learn animal noises. This helps children to extend their vocabulary as they form warm and trusting relationships with adults. All children, including those with SEND, form extremely positive attitudes to learning.

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Inclusion Strong standard

Leaders ensure the needs of all children, including those with special educational needs and/or disabilities (SEND), are fully met. They track children's progress to ensure that any needs are identified early. Leaders and staff design activities to meet each child's individual needs and interests. They make skilful adaptations to ensure all children feel included and are able to take part in the activities offered. For example, younger children develop their physical skills while playing a game of football with experienced staff. Older children count the spots on cards and learn to match the numbers with the dots. All children, including those who may face barriers to their learning and/or wellbeing, make excellent progress from their starting points.

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Inclusion Strong standard

Leaders work closely with external agencies and families to ensure the very best for all the children. They meet regularly to review targets and consistently identify any gaps in learning, and any adjustments are swiftly made. This ensures that all children, including those with SEND, make effective progress across all areas of learning. Additional funding is spent wisely to support children and their families. For example, children visit farms to pick pumpkins and travel to local residential homes to learn about the importance of caring for one another. They learn about similarities and differences in the world around them. All children, including those with SEND, develop a sense of belonging and are prepared extremely well for their next stage in learning.

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Children's welfare and wellbeing Expected standard

Leaders prioritise children's welfare and wellbeing. They have established effective policies and practices, which are typically implemented by all staff. They create a safe space where all children, including those with special educational needs and/or disabilities (SEND), feel welcomed and included. All children have daily access to outdoor learning. This helps to support children's physical and mental health as they play outside together. Children settle quickly and form a sense of belonging.

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Children's welfare and wellbeing Expected standard

Leaders teach all children, including those with SEND, ways to keep themselves healthy and safe. Children are offered a range of healthy foods and talk about why celery is good for them. Hygiene practices generally ensure that the personal needs of children are met typically well. Children typically form healthy habits and learn how to make choices that are good for them.

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Children's welfare and wellbeing Expected standard

Children arrive happy and ready to learn. They form meaningful relationships with the adults as they play together. Experienced staff gently lead young children by the hand and explore the water tray together. Children carefully wash the dolls and giggle as they splash water. Older children make dough with adults and talk about how the materials change as they mix them with a spoon. All children, including those with SEND, feel valued and listened to. This means that all children, including those who may face barriers to their learning and/or wellbeing, feel included and form secure attachments with the adults who care for them.

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Leadership and governance Expected standard

Leaders understand their context well. They are clear on their areas of strength and recognise any areas for development. Leaders provide regular learning opportunities for their staff. Leaders undertake regular supervision and follow safe recruiting practices. Staff feel supported in their roles and feel they are listened to. They say their mental health is supported particularly well. However, leaders have not made sure that all staff are fully aware of updates to the requirements of the early years foundation stage, which has led to some inconsistencies in care practices across the nursery.

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Leadership and governance Expected standard

Leaders are ambitious for all children, including those with special educational needs and/or disabilities (SEND) and those who may face other barriers to their learning and/or wellbeing. They know children's families well and work closely with outside agencies to provide targeted support. Additional funding is spent wisely to meet each individual need. This helps children to feel valued, supported and listened to.

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Leadership and governance Expected standard

Leaders have formed close links with their local community and provide children with varied and exciting opportunities to extend their learning. For example, children visit local residential homes and invite residents into their setting. They visit farms and learn about pumpkin picking. This helps children to make links in their learning and to learn about the world around them.

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Leadership and governance Expected standard

Children are prepared well for their next stage in learning. Leaders plan transition events carefully to meet the needs of all the children. This includes children with SEND and those who may face other barriers to their learning and/or wellbeing. Parents speak very highly of the setting and say they feel supported and value the close working partnership. They say their children make 'clear progress' and staff are 'friendly, welcoming and approachable'. Leaders ensure children know what is expected of them, and all children behave extremely well. This helps children to feel safe, settled and form a sense of belonging.

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

Children arrive happy and ready to learn at this inclusive setting. Children leave their parents with a smile and run and join their friends. Babies crawl and pull themselves up on the furniture, giggling as gentle staff help them to stand. Young children wash paint off dolls, using their muscles to squeeze the sponge. Older children sit and look at books together, laughing at the pictures with attentive adults. Children feel welcome and build positive relationships with their friends. This helps them to settle quickly and form a sense of belonging.

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

Children with special educational needs and/or disabilities (SEND) make excellent progress from their starting points. Supportive adaptations ensure that all children, including those who may face barriers to learning and/or wellbeing, feel included and valued. Adults know the children extremely well and design activities to support their interests and needs. They work closely with families and outside agencies to ensure all children, including those with SEND, are offered the very best start. All children enjoy learning new things and make consistent progress across all areas of learning.

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

Children are given lots of opportunities to develop their physical and independence skills. Babies learn how to feed themselves with a spoon, and older children serve their own drinks. Children smile as they pour water between containers and help each other balance on the low beams outside. This helps children to grow in confidence and develop their self- esteem. Children are prepared well for their next stage in learning.

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

Children behave extremely well. They follow the rules and know what is expected of them. Children are encouraged to take turns and to share. They learn how to manage their emotions and talk about their feelings. This helps children to feel listened to and learn important life skills. Children develop excellent communication and language skills. They wait eagerly as skilled staff reveal objects from a bag and ask what a fish can do. Older children talk about a recent trip to the zoo and explore animal names and sounds together. This helps children to build on what they already know and can do, as they learn about the world around them. Children form extremely positive attitudes to learning.

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Next steps

Leaders should ensure that professional learning is fully embedded to ensure consistency across all rooms.

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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: Cheshire West and Chester

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection. Leaders should ensure that children's healthy habits are consistently promoted to fully support children's wellbeing and self-care.

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About this inspection

The inspector spoke with leaders, staff, parents and children during this 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. This data is from 4 September 2026

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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. 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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