Kids Planet Allerton

Kids Planet Allerton

Unique reference number (URN): 2842354 Address: 2 Allerton Drive, Liverpool, Lancashire, L18 6HJ Type: Childcare on non-domestic premises Registered with Ofsted: 23/04/2025 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 Strong standard

All children, including those who may face barriers to learning and/or wellbeing and those with special educational needs and/or disabilities (SEND), enjoy achieving and make excellent progress from their starting points. They feel included and develop a sense of belonging. Babies grow in confidence as they walk carefully and carry soft dolls. They giggle as they throw small balls out of the ball pit. Older babies are praised as they try to put on their own coats, developing confidence and independence skills. Young children use chunky chalks to draw on outdoor wooden screens and pour water into pans to make pretend tea. They smile with pride as they communicate effectively using sign language and words. Children are called by name and feel valued and heard. Older children skilfully transport their friends outside on wheeled toys, and collect rainwater into jugs. They build large cars using crates and blocks and work together to fill them up with petrol. Children, including

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Achievement Strong standard

those with SEND, develop extremely positive attitudes to learning and are prepared consistently well for their next stage in learning.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have consistently high expectations for all children. This includes those who may face barriers to their learning and/or wellbeing, and those who have special educational needs and/or disabilities (SEND). All children behave extremely well and follow the rules. Leaders ensure that calm and reassuring staff gently teach children what is expected of them. Children learn to talk about their feelings, and read books and sing songs to support their understanding. Children are supported extremely well when they move into new rooms. Parents comment on how well the caring staff adapt settling-in processes to meet the needs of their individual babies and children. Leaders ensure that groups are small to enable children to settle quickly. This helps children to feel safe, secure and listened to.

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Behaviour, attitudes and establishing routines Strong standard

Routines are embedded extremely well. Babies settle swiftly and are supported by caring and knowledgeable staff. Young children learn where to put their coat and how to use the outdoor play equipment. Older children enjoy exploring the outdoor nature area safely and follow the rules when climbing the wooden frame. This helps children to understand what is expected of them and helps to keep them safe.

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Behaviour, attitudes and establishing routines Strong standard

Leaders consistently promote attendance and punctuality for all families. They have formed positive links with external agencies and follow robust systems to ensure children are protected. All children, including those with SEND and who may face barriers to their learning and/or wellbeing, form meaningful relationships with staff. Young children beam with pride as kind staff praise them for putting their arm in their coat. Children display excellent manners and ask, 'Please can I get past?' to their friends. They are taught how to be kind and how to show respect. All children, including those with SEND, form extremely positive attitudes to learning and to each other.

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Children's welfare and wellbeing Strong standard

Leaders ensure that children's welfare and wellbeing are supported consistently well. This is at the heart of the setting. All children, including those with special educational needs and/or disabilities (SEND) and those who may face other barriers to their learning or wellbeing, develop independence as they learn important life skills. For example, babies and young children are supported as they learn to feed themselves and drink from an open-topped cup. Older children serve themselves and help to lay the table and move the chairs. Children learn how to act responsibly, and grow in confidence and self-esteem.

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Children's welfare and wellbeing Strong standard

Leaders consistently prioritise outdoor learning. All children, including those with SEND, have daily access to the outside, and children learn about the world around them. Young children go on trips to the local shops to buy ingredients for special cultural celebrations. Older children explore making 'potions' with herbs and watch the bird camera as a bird's eggs hatch. This helps to support children's physical and mental health, as they form consistently positive attitudes towards learning.

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Children's welfare and wellbeing Strong standard

Leaders know their children extremely well, including those who may face barriers to their learning and/or wellbeing. They ensure that teaching is precisely focussed to meet each learning need. Secure hygiene practices are embedded to ensure that children establish consistent routines and are kept safe. Children wash hands independently and learn to take turns and use 'kind hands'. Children learn healthy habits and, as a result, consistently make their own healthy choices and decisions.

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Curriculum and teaching Strong standard

Leaders have designed a well-sequenced curriculum that follows children's interests and consistently builds on what children already know and can do. They ensure that staff offer high-quality teaching and learning opportunities which are skilfully adapted to meet the needs of all children. This enables all children, including those who may face barriers to their learning and/or wellbeing or who have special educational needs and/or disabilities (SEND), to form extremely positive attitudes to learning. Babies grasp soil with their hands and smile as they transport it into a bowl. Young children giggle as they roll small tyres down a ramp, and cuddle toy monkeys as they use ladles to fill metal pans. They learn words like 'scoop' and 'splash'. Older children mix paint colours and confidently talk about the characteristics of bees. Children are inquisitive learners and expand their vocabulary as they learn new skills.

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Curriculum and teaching Strong standard

All children, including those with SEND, make excellent progress from their starting points.

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Curriculum and teaching Strong standard

The curriculum consistently supports children's independence and physical skills particularly well. Activities are intentionally designed to meet children's interests and individual learning needs. Babies crawl through tunnels and learn to walk, guided by nurturing staff. Young children learn to put on their own coats and pour their own drinks. They learn to make choices about where they would like to play. Older children set the table for their friends and are given simple responsibilities to help them grow in confidence. They learn how to vote, and staff teach them how to use words like 'abstain'. All children, including those who may face barriers to their learning and/or wellbeing, are extremely well prepared for their next stage in learning.

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Inclusion Strong standard

Leaders are passionate to meet the needs of all children. This includes children who have special educational needs and/or disabilities (SEND), and those who may face barriers to their learning and/or wellbeing. Leaders celebrate each child as an individual and understand that children learn in different ways. This is a strength of this setting. Children are given opportunities to learn outside, where they use their large muscles to build trains to sit on with large blocks. They explore the nature area and hunt for sticks. Children learn about the world around them and visit local shops to buy food for special celebrations. This helps all children, including those with SEND, to learn about similarities and differences. They learn to work together and build a sense of community.

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Inclusion Strong standard

Leaders know their children extremely well and are swift to identify children's learning needs. They work closely with parents and external agencies, such as health visitors. Leaders rigorously review progress and make careful adjustments to reduce barriers to learning. For example, leaders skilfully adapt their curriculum to support identified communication needs. Additional funding is used to buy specialised sound resources to support children who have recently transitioned into a new room. This helps to ensure that all children, including those with SEND, make consistent progress from their starting points.

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Leadership and governance Strong standard

Leaders have an excellent understanding of their setting. They recognise their strengths and have prioritised areas for development. Leaders are ambitious for all children, including those with special educational needs and/or disabilities (SEND). They work closely with outside agencies and follow and reflect upon advice given. This ensures the very best outcomes for all children. Leaders have established a highly supportive culture and are committed to improving the quality of provision. Staff appreciate having regular supervisions and say that supportive feedback has helped embed continued professional development. This helps to make a consistently positive difference to the lives of all children, including those who may face barriers to their learning and/or wellbeing.

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Leadership and governance Strong standard

Leaders have created consistently effective links with families. Parents are extremely complimentary of the 'happy' and 'warm' setting, and say that their children benefit greatly from the wealth of home-learning packs staff provide. Leaders support families with behaviour strategies, recipes and outdoor learning challenges. Regular updates, newsletters and parents' evenings ensure parents receive important information about their children's care, learning and development. Effective partnerships with local businesses and schools help to strengthen community links and further extend children's learning.

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Leadership and governance Strong standard

Leaders manage transitions extremely effectively. They learn about the needs and interests of each child. This helps children to settle quickly and form close relationships with adults. This includes children with SEND and those who may face barriers to their learning. Working in smaller groups helps children to feel heard and develop a sense of belonging. All children make excellent progress from their starting points and are prepared consistently well for their next stage of learning.

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

Children arrive happy and ready to learn. They are welcomed by experienced adults who know the children extremely well. Babies settle quickly and are cuddled by nurturing staff. They explore sensory blocks and giggle as they crumple soft foil. Young children build towers outside and laugh as they knock them down together. They sing songs and rhymes with kind adults, doing the actions together. Older children listen intently as highly skilled staff read to them, teaching them new words. Children who have moved to new rooms settle extremely quickly. They behave consistently well and feel included. This helps children to feel safe and form a firm sense of belonging.

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

All children, including those who may face barriers to their wellbeing and/or learning, achieve consistently well. Babies mix soil with the dinosaurs and move them over the wooden planks. They develop their physical skills, crawl through tunnels and pull themselves up on safe furniture. Young children giggle as they fill containers to overflowing and wash the dolls. Older children use sponges to wash the windows and doors with soapy water. They use clay to model hedgehogs, using sticks from the garden as spikes. Children are curious learners and learn about the world around them. This helps them to form extremely positive attitudes to learning.

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

Children are given extensive opportunities to develop their communication and language skills. This includes children who have special educational needs and/or disabilities. Babies babble as they roll balls to adults. They learn sign language and smile as they sign for more food. Young children learn to say simple colours as they pass soft dolls to adults. They talk confidently about different autumnal animals and say that they have found an acorn in the garden. They talk about primary colours and share news of what they have done at home. Older children learn words like 'minority', 'majority' and 'deliberate' when voting for their favourite story. Children are given communication tools to help extend their independence. They grow in confidence and self-esteem.

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

Children learn mathematical skills effortlessly as this is embedded into everyday practice. Young children count the stomps of a dinosaur. They talk about filling their jug to the top and say that it is 'half full'. Older children say that their potatoes look like a zero, an oval and a circle. They proudly talk about their painting of a spider and hold up 8 fingers to say it has 8 legs. Children make links in their learning and are extremely well prepared for school.

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Address:

2 Allerton Drive Liverpool Lancashire L18 6HJ

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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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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of children who may face barriers to their learning and/or wellbeing, to realise a transformational impact on all children's achievement and wellbeing.

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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.

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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. 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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