Kids Planet Lutterworth OOSC

Kids Planet Lutterworth OOSC

Unique reference number (URN): 2833598 Address: John Wycliffe Primary School, Moorbarns Lane, Lutterworth, LE17 4QJ Type: Childcare on non-domestic premises Registered with Ofsted: 10/02/2025 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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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have high expectations for positive behaviour. These are clearly understood by children of all ages, including those who have only recently started attending the club. Children follow routines consistently and demonstrate kindness and respect for others. For instance, older children help their younger friends, such as when holding their hands on the short walk from the school hall to the club base. Children take responsibility for their personal belongings. For example, they find their labelled pegs to hang their bags and coats up at the start of the session. Staff bring children together at the beginning of their time at the club to talk about what to expect and introduce any new activities. This helps to create a calm, relaxed approach which staff reinforce with gentle reminders and explanations when needed. As a result, every child feels confident to participate, and benefit from the exciting opportunities available. Children, including those who face barriers to their

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Behaviour, attitudes and establishing routines Strong standard

experiences, play cooperatively alongside their friends and practise their social skills. Staff use playful, friendly interactions and age-appropriate humour to help children feel confident to make choices for themselves.

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Behaviour, attitudes and establishing routines Strong standard

Leaders monitor children's attendance carefully, with prompt follow up of any absences. They engage with parents regularly and meaningfully.

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Children's welfare and wellbeing Strong standard

Leaders prioritise promoting the welfare and wellbeing of children and staff. They review policies and procedures regularly to ensure that these are effectively implemented. They encourage and support staff to take time to get to know children well so that they understand their needs and circumstances. There are consistently trusting relationships between staff and children. Staff encourage children to take responsibility for tasks, such as tidying away resources after outdoor play. They extend their experiences, for example, by suggesting that children carry out final checks to ensure nothing has been missed. This helps children to feel valued.

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Children's welfare and wellbeing Strong standard

Staff follow readily available reminders about allergens and supervise children closely while they eat and drink. Leaders and staff provide nutritious snacks and meals that are inviting for children to eat and give them healthy choices. For instance, they offer a 'party buffet' of salad vegetables, ham, cheese and bread for children to serve themselves. Staff remind children to keep hydrated. They give purposeful explanations to children about how to keep themselves safe during their play.

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Children's welfare and wellbeing Strong standard

Children enjoy a broad range of activities. They learn physical and social skills through playing together, for example, during playground games, such as tag, and football skills practice. Children collaborate happily as they take part in card and board games.

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Inclusion Strong standard

Leaders and staff plan and implement an effective 'buddy' system with key workers responsible for supporting specific individual children. This system helps to ensure swift responses to children's initial and changing needs. Leaders and staff work closely in partnership with the school and parents and get to know children very well. This helps them to identify potential barriers to children's experiences and wellbeing. For instance, they make sure that they are aware of any family changes and emerging additional needs, to ensure all children take part. Staff are observant and attentive throughout. One example of this is when they provide helpful resources, such as widgets and den-making equipment to support children to explore ways to self-regulate. Caring interactions by staff help children regulate their feelings, keep calm and stay fully engaged.

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Inclusion Strong standard

Leaders provide and role model an inclusive, sensitive approach by staff for all children. They lead by example as they help children to resolve any issues for themselves. They create a respectful, welcoming, supportive and secure environment. Children's views are valued and listened to. For example, children regularly write ideas for activities on a white board. Leaders and staff use this information to inform their planning. They provide activities that reflect the cultural backgrounds of children attending. This helps to build children's active involvement in the life of the club.

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Inclusion Strong standard

Leaders support staff, for example with coaching and training, to ensure that they are equipped with knowledge and skills to promote a highly inclusive environment. Staff adapt activities and routines to allow all children to take part if they choose to do so. As a result, children thrive and have fun at their club.

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Leadership and governance Strong standard

Leaders reflect carefully and thoughtfully on the quality of the club provision and are aspirational in their planning and implementation. They take account of the views of children, parents, staff and the on-site school in making any changes. Leaders respond to changing circumstances positively and look for ways to overcome any challenges and make improvements. For example, they plan to adapt the environment to help provide even more quiet spaces for children who need them. Leaders are passionate about providing joyful experiences that help build children's confidence and resilience.

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Leadership and governance Strong standard

There is a commitment to staff professional development, including thorough induction, coaching, training and supervision arrangements. This means that new members of the team and existing staff feel supported and valued. All children, including those who may face barriers to learning, are supported by staff who are well equipped to meet their needs and those of their families. They benefit from well-organised, purposeful provision where they flourish as individuals and as a community.

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Leadership and governance Strong standard

Examples of close partnerships with parents and carers include opportunities for them to visit the club with children before they start attending. Parents say that they feel able to contribute their views and exchange ongoing information. They comment that children are always very happy to spend time at the club. Staff work consistently well with parents to ensure children benefit from their time at the club.

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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 enjoy a warm welcome at the start of the session. They are greeted by caring staff who know individual children's interests and needs well. There is an ongoing exchange of meaningful information with both school and parents to ensure continuity of care for children. This helps all children to quickly settle into the nurturing, inclusive, friendly club. Children are fully engaged in activities throughout and behave very well. They share what they have been doing in school with staff and chat with them about their families and home

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About this setting

Unique reference number (URN): 2833598 experiences. They know what is expected of them and follow simple rules. These include listening, using walking feet indoors and having kind hands. Children are confident to approach staff for reassurance when needed. They receive plenty of praise for their efforts which encourages them to take part fully and contribute to the community of the club. Children show a strong sense of belonging as they freely explore and choose from resources.

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About this setting

Children have highly positive relationships with staff and each other. They make new friendships with others who are older or younger than themselves. Children play together cooperatively, inventing games as they weave in and out of a wild, overgrown area of the grounds. They choose from a wide range of equipment for outdoor activities and solve problems collaboratively as they construct their creations. Children use their imaginations to create scenarios for their play. They show pride in their achievements, such as completing circuit boards and drawing spooky pictures for a competition. Staff are positive role models for politeness and demonstrate a calm and patient approach throughout experiences. Children sit alongside staff and chat with them sociably. Children's emotional wellbeing is a priority at the club. Children thrive and have fun in a safe, secure environment.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's experiences and wellbeing.

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About this inspection

The inspector spoke with leaders, practitioners, parents 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:

John Wycliffe Primary School Moorbarns Lane Lutterworth LE17 4QJ

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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 - 08:40,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:00

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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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