Kids Planet StretfordOfsted report card, 18 Sept 2026

Kids Planet Stretford

Unique reference number (URN): 2833211 Address: Burleigh Road, Stretford, Manchester, M32 0PF Type: Childcare on non-domestic premises Registered with Ofsted: 10/03/2025 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 Strong standard

Children achieve significantly well from their individual starting points as staff know them extremely well. Children who speak English as an additional language are supported to develop their communication skills through the use of familiar words and songs from home languages. This inclusive approach enables all children, including those who are disadvantaged or have special educational needs and/or disabilities, to make significant progress from their starting points.

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Achievement Strong standard

Across all areas of learning, children develop independence, confidence and resilience. For example, children learn to use age-appropriate cutlery as they transition across the nursery. Younger children explore key concepts, such as early mathematics, when counting fish in the fishing activity.

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Achievement Strong standard

Children develop and deepen a broad range of knowledge. For example, while planting and watering flowers, they talk about growth and what plants need to survive. As a result of high- quality teaching and effective support, children make strong progress from their individual starting points. This results in all children consistently achieving at a high level and being well prepared for their next stage in learning.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have established a calm, respectful and well-structured environment where expectations for behaviour are clearly understood and consistently applied. The nursery's golden rules are embedded consistently across all rooms, regularly reinforced by staff and shared with families through home learning bags. This ensures children understand the golden rules, both at nursery and at home, supporting consistency and helping children understand expectations.

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Behaviour, attitudes and establishing routines Strong standard

Staff refer to the rules throughout the day and use positive reinforcement strategies, such as 'Star of The Day', praise and stickers, to recognise children's achievements. As a result, children demonstrate kind and respectful behaviour and excellent manners. There is a 'calm down space' for children who find lunchtime overwhelming.

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Behaviour, attitudes and establishing routines Strong standard

Lunchtime is used effectively as an extension of the curriculum, rather than solely a care routine. Staff use mealtimes purposefully to promote communication and language. Children engage in sustained conversations with adults and peers, sharing experiences. They play 'I Spy' and ask each other questions and laugh together when they get it correct.

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Behaviour, attitudes and establishing routines Strong standard

Staff create an environment that consistently promotes positive behaviours and attitudes. They are clear about their expectations and reinforce these effectively. Leaders place high importance on children's attendance and monitor this closely. Their approach ensures that any barriers to attendance are identified quickly and addressed. As a result, children develop consistently positive attitudes to their learning and to one another.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are prioritised throughout the nursery and underpin all aspects of practice. Staff know children remarkably well and develop secure, nurturing relationships that help children feel safe, valued and emotionally secure. Leaders use strategies such as yoga, sensory areas, calm boxes and calm spaces to support children to regulate emotions. Children's welfare and wellbeing are promoted consistently through thoughtful care practices and a culture that values every child's uniqueness. Staff create secure and responsive relationships with children that ensure individual needs are met, including those with special educational needs and/or disabilities and those known to social care receiving specific support that enables them to thrive.

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Children's welfare and wellbeing Strong standard

Leaders plan highly supportive and personalised transitions for each child. They offer additional settling-in sessions so that children can develop confidence in their new surroundings at their own pace. Staff build nurturing relationships with all children, especially their key children, and work closely with parents to ensure continuity of care. They know the children extremely well and use this knowledge to support them as they move through the nursery. For example, staff share detailed information with colleagues to ensure children experience a seamless transition. Leaders monitor attendance and work with external agencies to ensure children and families receive the necessary support. Inclusive practice is deeply embedded, with leaders adapting provision to reduce barriers to learning and ensuring all children can thrive. Staff speak confidently about children's progress, needs and next steps.

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Children's welfare and wellbeing Strong standard

Children independently self-serve meals and pour their own drinks, making healthy choices from the options available. Children regularly talk about healthy foods during mealtimes, for example, explaining that vegetables help them grow strong and identifying foods they eat at home. Daily toothbrushing routines ensure all children participate in oral health practice, while families receive resources to continue this learning at home. As a result, children develop positive attitudes towards healthy eating, increasing independence and the knowledge needed to make healthy lifestyle choices. Relationships between staff and children are warm, kind and nurturing. Staff know all children, their needs and their families very well. This supportive approach ensures children feel secure, valued and ready to engage positively in their learning.

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Curriculum and teaching Strong standard

Leaders consistently implement an ambitious curriculum effectively. Staff skilfully extend children's learning through high-quality interactions, questioning and modelling. During story sessions, children confidently recall previous learning. They explain that plants need water to grow and apply their knowledge to real-life experiences when they planted vegetables in their allotment. Children are active participants in their learning, making connections and applying what they know in different situations.

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Curriculum and teaching Strong standard

The curriculum is enriched through meaningful first-hand experiences, including community projects where the staff and children visit the local care home and sing songs at Christmas. The children enjoy construction play and tool work. Staff expertly show the children how to use hammers safely as they hit nails in the wood. Staff quickly identify any gaps in learning, using assessment to adapt teaching to individual needs. Where needed, leaders seek support from external agencies to provide specialist input, reducing barriers to learning. Staff make reasonable adjustments so all children can participate fully, including those who are disadvantaged or have special educational needs and/or disabilities. Due to the supportive leaders with inspiring vision, and the implementation from a caring, supportive staffing team, the curriculum is broad, balanced and sequenced to give every child the knowledge and

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Curriculum and teaching Strong standard

skills they need for future learning and wellbeing.

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Curriculum and teaching Strong standard

Children are given opportunities to investigate and problem solve as they work collaboratively. For example, children build car tracks together. They negotiate roles, take turns and test their ideas by adding ramps. Children demonstrate high levels of engagement and concentration. These experiences develop critical thinking, cooperation and resilience. Teaching is responsive and inclusive, ensuring all children access a broad and engaging curriculum. As a result, children make excellent progress from their starting points and develop the knowledge and skills needed for future learning.

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Inclusion Strong standard

Inclusion is a significant strength of the setting and is embedded throughout all aspects of the provision. Leaders have established a culture where every child is valued as an individual and where differences are recognised, respected and celebrated. They consistently create an inclusive environment where all children are welcomed, valued and supported to participate fully in nursery life. Leaders have an excellent understanding of children's individual needs and ensure that reasonable adjustments are made so that every child can access the curriculum successfully.

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Inclusion Strong standard

Leaders have established a consistently inclusive culture where every child is valued and supported to succeed. Leaders identify children's needs early and work effectively with families and external professionals to secure appropriate support. Adaptations are thoughtfully implemented and enable children with special educational needs and/or disabilities or those who face barriers to learning to access the full curriculum and receive the best possible start to their education.

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Inclusion Strong standard

Children demonstrate a wonderful sense of belonging because they see themselves, their families and their cultures reflected throughout the setting. As a result, all children, regardless of their starting points, are enabled to thrive, make sustained progress and develop the knowledge, skills and confidence needed for their next stage of learning.

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Leadership and governance Strong standard

The enthusiastic, proactive leaders and inspiring staff team provide carefully tailored care and planned learning opportunities for all children, including children who face barriers to learning. Leaders consistently promote a positive culture of inclusion and continuous improvement. Leaders and staff work collaboratively as an excellent team and have high expectations for all children. Leaders are extremely passionate in their role. They are enthusiastic and highly reflective. They have a thorough understanding of the setting, enabling them to evaluate its strengths and areas for development with accuracy.

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Leadership and governance Strong standard

Staff wellbeing is a significant strength. Robust recruitment procedures are in place. Leaders check in with staff regularly and use supervision effectively to provide guidance, reassurance and professional challenge. They invest effectively in staff wellbeing, resulting in a skilled and motivated workforce with high staff morale. Leaders invest in the development of staff, giving staff opportunities to access training that enables them to take a lead on areas within the nursery, which staff value.

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Leadership and governance Strong standard

Partnerships with families and external agencies are excellent, ensuring children receive coordinated support that reduces barriers and promotes inclusion. Information is shared effectively, and parents and carers feel valued and supported in their child's learning journey. Parents' views and suggestions are welcomed, they say the leaders go above and beyond. Staff work collaboratively with parents and professionals, to reduce barriers to learning and support all children to benefit from consistent high-quality learning experiences. Parents and carers feel extremely supported and say they are informed daily on their child's progress.

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

Children arrive happily, separate confidently from their parents and are greeted warmly with a smile from staff. Children quickly settle into the familiar routines and show that they feel safe, secure and valued. They separate from their parents with ease and benefit from warm, nurturing relationships with staff. As a result, children settle quickly into nursery routines and demonstrate a strong sense of belonging.

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

Children benefit from an ambitious curriculum that reflects their interests, individual needs and stages of development. Staff know children well and use this knowledge effectively to build on what children already know and can do. Children benefit from consistently positive interactions with staff. They develop confidence, independence and effective communication skills, while purposeful conversations and skilful teaching help them build knowledge across the curriculum.

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

Children behave well and demonstrate positive attitudes to learning. They understand expectations and are supported to manage their feelings and behaviour successfully. Children show kindness, respect and consideration for others and play cooperatively with their friends. For example, children ride around and race on the bikes whilst others push their friends in the pram. Children benefit from a wide range of experiences that broaden their understanding of the world. For example, on World Book Day, the children leave books around the community for others, to encourage a love of books. As a result, children flourish and thrive. They are confident, resilient and independent learners who are well prepared for the next steps of their education.

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Address:

Burleigh Road Stretford Manchester M32 0PF

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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 should ensure continued improvement in the setting's successful work to remove barriers for children who need extra support.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, 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. 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. 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

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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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