Kids Planet Kilburn

Kids Planet Kilburn
Unique reference number (URN): 2762157
Address: Rawson Green, Kilburn, Belper, DE56 0LN
Type: Childcare on non-domestic premises
Registered with Ofsted: 25/01/2024
Registers: EYR
Registered person: Kids Planet Day Nurseries Limited
Inspection report: 24 April 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Strong standard
Achievement Strong standard
Children demonstrate consistently strong attainment across the prime areas of learning,
underpinned by highly effective communication, secure emotional development and well-
developed listening and attention skills. For example, children separate confidently from
their parents and greet staff warmly. They demonstrate secure bonds with their key persons,
which supports their confidence to explore, communicate and settle quickly into activities.
Children show excellent communication and language skills for their age and stage of
development. They listen attentively during interactions, respond appropriately to questions
and increasingly use rich and expanding vocabulary during play.
Staff skilfully model language throughout the day, introducing new words and reinforcing
meaning in context. For example, during sensory and exploratory activities, children
confidently use vocabulary linked to texture, movement and change, and they begin to
combine words to express ideas. Staff consistently support early language development
through repetition, questioning and narrative play, ensuring children remain engaged and
focused. Children's personal, social and emotional development is strong. They
demonstrate high levels of confidence and emotional security, playing cooperatively, taking
turns and showing consideration for others. Children move confidently and safely, showing
control and coordination. Overall, children make strong progress in the prime areas,
especially communication, listening and attention, which underpin their readiness for the
next stage of learning and school.
Behaviour, attitudes and establishing routines Strong standard
Leaders have created a highly nurturing, inclusive environment where children thrive. The
nursery is a happy, welcoming place, and staff demonstrate a deep understanding of each
child as an individual. They are highly responsive to children's emotional and developmental
needs, using consistent praise and encouragement to promote positive behaviour. As a
result, children show excellent behaviour. They are kind, respectful and considerate of
others. Staff are exceptional role models, consistently demonstrating politeness, respect and
positive interactions with children, parents and visitors.
Daily routines are exceptionally well embedded across the setting, including for the
youngest children. Children demonstrate a secure understanding of expectations and
confidently anticipate what comes next in their day. They take pride in their responsibilities,
such as tidying resources and preparing for mealtimes. Older children confidently articulate
rules and routines, including those linked to safety, showing a strong awareness of how to
keep themselves and others safe. Leaders and staff place a strong emphasis on attendance
and punctuality, working effectively in partnership with parents to promote consistency and
stability for children. Mealtimes are calm, social occasions where children demonstrate a
strong sense of belonging. Older children naturally take on supportive roles, helping younger
peers with serving food and drinks. Staff skilfully adapt their support to meet individual

needs, enabling all children to develop high levels of independence, confidence and
resilience when engaging in new and challenging experiences.
Inclusion Strong standard
Leaders and staff demonstrate a strong commitment to inclusion, ensuring that all children,
particularly those with special educational needs and/or disabilities (SEND) as well as those
with additional barriers to learning, receive high-quality support. They maintain ambitious
expectations through an inclusive curriculum. Staff build a detailed understanding of each
child through effective partnerships with parents, baseline assessments and ongoing
observations. This robust approach enables staff to identify emerging needs swiftly and
accurately. Well-established systems ensure that any concerns are promptly shared with
leaders, and parents are actively involved in decision-making.
Individual support plans are implemented without delay and reviewed frequently to ensure
they remain purposeful and responsive to children's progress. Where appropriate, leaders
engage with external professionals and carefully implement their guidance to adapt teaching
approaches and support. Leaders use additional funding strategically to minimise barriers to
learning. They invest in staff training, targeted resources and flexible staffing, which ensures
that children can fully participate in the provision. For example, staff employ a range of
effective strategies, including visual prompts, structured support and sensory approaches to
enhance children's engagement and understanding. Strong collaboration between leaders,
staff, families and professionals supports smooth transitions and continuity of care. As a
result, children with SEND make meaningful progress, feel included and develop the
confidence and skills needed for future learning.
Leadership and governance Strong standard
The setting is highly organised, and staff conduct themselves professionally at all times.
Robust recruitment and induction procedures ensure that staff are suitable and well
prepared for their roles. Leaders have established strong partnerships with parents. They
communicate regularly through a range of methods, including digital platforms, newsletters
and daily discussions, ensuring parents are well informed and involved in their children's
learning. Parents speak positively and highly about the leaders and staff and the support
they and their children receive. Parents know the progress their children are making and
what they are working on. Staff report that they feel valued and well supported by leaders.
They understand their roles and responsibilities clearly, contributing to a positive, highly
consistent and well-managed nursery for all children.
Leaders are highly committed to maintaining strong standards and demonstrate a clear
understanding of their responsibilities. They continually reflect on practice and use
monitoring systems, including observations of staff interactions and supervision meetings, to
support continuous improvement. Staff benefit from clear guidance, mentoring and
professional development opportunities. These strengthen their skills and contribute to
positive outcomes for children. For example, leaders use supervision arrangements to guide
and support less confident staff to build their understanding of children's developmental
stages. This helps to keep practice secure and ensures children continue to make rapid
progress in their learning. Leaders are proactive in identifying areas for development and

Expected standard
take effective action, such as adapting the outdoor environments and provision in response
to children's needs.
Children's welfare and wellbeing Expected standard
Leaders and staff place an emphasis on promoting children's welfare and wellbeing. They
respond sensitively to children's individual needs, ensuring all children feel cared for and
emotionally supported. Babies and younger children are comforted promptly with
reassurance when they are upset, helping them to feel secure and settled. Staff know
children well and adapt their interactions appropriately, supporting children's emotional
development and sense of belonging.
Overall, leaders promote healthy lifestyles well. Children benefit from nutritious meals, and
staff encourage them to explore different foods and develop positive attitudes towards
healthy eating. Independence is supported across daily routines, and this could be extended
by encouraging children to take greater responsibility during mealtimes. For instance, staff
often cut food for pre-school children, and children are not routinely supported to clear
plates, cutlery or wipe tables. Strengthening these aspects of practice would further support
children's welfare and wellbeing by developing their responsibility for simple self-care tasks.
The environment is welcoming and inclusive, both indoors and outdoors, providing children
with a safe and stimulating space to explore and be active. Children benefit from regular
opportunities to develop physical skills and engage in a range of experiences suited to their
stage of development. The outdoor area is well organised, and activities such as gardening
help children develop an understanding of where food comes from and encourage
responsibility and care for living things.
Curriculum and teaching Expected standard
Leaders use supervision arrangements to support less confident staff to develop their
understanding of children's developmental stages. This helps keep practice secure and
ensures children's rapid progress continues. Learning is carefully sequenced across all
rooms. Staff have a clear understanding of what children have previously learned and what
they need to learn next. However, not all staff understand children's developmental stages
so they cannot accurately identify where the children sit within their development areas.
Staff gather detailed information about children's interests through observations and
partnerships with parents. This information is used to plan engaging experiences that
motivate children to take part in their learning. For example, children independently combine
resources, such as mixing ice and sand or transporting water between areas. Staff skilfully
support and extend this play to deepen children's understanding.
The learning environment, both indoors and outdoors, is rich and purposeful. Babies
develop physical strength through opportunities to pull to stand and use low-level resources,
while older children benefit from a wide range of experiences across all areas of learning.

Quiet areas, such as cosy reading spaces, support children's emotional wellbeing. Staff
interactions are effective and support communication, language and early mathematical
development. They model vocabulary, introduce new concepts and prioritise the prime
areas, recognising their importance as the foundation for future learning. Leaders regularly
review the curriculum using assessment information to ensure it remains responsive and
continues to improve outcomes for all children.
What it's like to be a child at this setting
Children experience a warm, welcoming and nurturing environment where they feel safe,
valued and eager to learn. Long-standing staff, including a highly experienced manager,
know children well. They build strong, trusting relationships with the children and their
families. This helps children to settle quickly and develop confidence in their surroundings.
The setting is inclusive, and all children, including those with special educational needs
and/or disabilities, are strongly supported through early identification, intervention and
tailored learning. Strong partnerships with parents mean this learning continues at home,
supported by resources such as lending libraries and home activity packs. As a result,
children are happy, confident and motivated learners.
Children's health and wellbeing are prioritised. They enjoy freshly prepared, nutritious meals
and learn about healthy lifestyles through activities such as gardening. Oral health is
supported through targeted initiatives, and children are beginning to understand the
importance of self-care. Children benefit from a curriculum that reflects their interests and
promotes their curiosity.
Children enjoy a wide range of engaging experiences, including outdoor learning, sensory
play and activities using loose parts. The outdoor environment is particularly enriching,
offering opportunities to take safe risks, explore nature and develop independence. For
example, children grow vegetables, cook at the fire pit and take part in outings to the local
park and on bus trips to collect growing resources, which helps children to learn about the
wider community.
Next steps
Leaders should consider how to further enhance mealtime routines so older children can
take more responsibility for their own self-care, to further support their welfare and

Inspector:
Maggie Bellamy
About this setting
Unique reference number (URN): 2762157
Address:
Rawson Green, Kilburn
Belper
DE56 0LN
Type: Childcare on non-domestic premises
Registration date: 25/01/2024
Registered person: Kids Planet Day Nurseries Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday,Saturday,Sunday : 07:00 -
18:00
Local authority: Derbyshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
wellbeing.
About this inspection
The inspector spoke with leaders, staff, children and parents during the 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 24 April 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
85
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.

The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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and regulates services that care for children and young people.
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