Kids Planet Penrith

Kids Planet Penrith
Unique reference number (URN): 2860323
Address: Eamont House, Gillan Way, Penrith 40 Business Park, Penrith, Cumbria, CA11 9BP
Type: Childcare on non-domestic premises
Registered with Ofsted: 04/09/2025
Registers: EYR, CCR, VCR
Registered person: Kids Planet Day Nurseries Limited
Inspection report: 31 March 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
Expected standard
Behaviour, attitudes and establishing routines Strong standard
Leaders have embedded a calm environment where children thrive and achieve. The whole
staff team has high expectations of children's behaviour and attitudes to learning. Leaders
quickly identify patterns of non-attendance, acting swiftly in collaboration with parents to
address this. This decisive approach supports a strong foundation for regular attendance as
children move on to school.
Leaders set up environments and resources to encourage children to explore, try new things
and take measured risks in a safe and supportive way. Children receive generous praise
from staff in recognition for the positive behaviours they display. Staff recognise children's
age and stage of development both when considering their expectations and through their
planning.
Staff develop nurturing relationships with children, helping them to confidently follow the
consistent routines. Children develop clear bonds with adults and learn how to interact and
play alongside others. Staff are positive role models and, as a result, children demonstrate
excellent behaviour and have a strong sense of belonging. For instance, they politely
include new adults in their play by saying, 'Excuse me, what is your name?', and sharing
their learning. They have positive attitudes to learning and, with the ongoing support of staff,
children show high levels of perseverance. When children encounter problems, they tackle
them both independently and together as a team.
Achievement Expected standard
Children thrive in a nurturing environment where they feel safe and valued. Children,
including those with gaps in their development, those known, or previously known, to
children's social care or those with special educational needs and/or disabilities, progress
steadily. Children gain confidence in making their own choices about their play with age-
appropriate resources. Their language and communication skills progress clearly in a
language-rich environment. For example, the youngest children are encouraged to use
words such as 'pour' and 'fill' in water play. Older children express their needs and feelings
with increasing confidence.
Babies are curious and keen to explore their environment. For example, they take turns
posting hoops on a pole, supporting turn-taking and physical development. Children gain
skills for the future, such as independence. Older children serve their own food at lunch and
begin to manage their self-care. For example, children wash their hands before lunch and
use a knife and fork to eat, supporting readiness for school.

Children's welfare and wellbeing Expected standard
An effective key-person system is in place. Staff have a caring approach towards children,
which helps them to feel safe and secure. Staff build positive relationships with children and
families. They are responsive to the children's care needs and ensure they are readily
available to support their emotional wellbeing. Staff work closely with parents and carers to
align routines from home and offer support with eating routines, toilet training and sleep
patterns. Staff use visual prompts for children with special educational needs and/or
disabilities to share what is next in their day.
Careful consideration is given to settling children. Staff make every effort to give them a
calm and positive early experience. For example, if children become upset at separation,
staff offer cuddles. Staff support children's emotional well-being by offering reassurance and
helping them to begin to recognise and express their feelings. Parents express confidence
in their child's staff, noting they understand their child's routines, preferences and needs.
Staff promote personal safety in their routines, and children respond positively to this,
particularly when accessing play outside. Children build on their physical development as
they build with small blocks and use pencils to write letters.
Leaders and staff promote healthy lifestyles for children and recognise the importance of
this. Children's allergens and dietary needs are managed effectively. For example, children
have different coloured plates and individualised place settings with details of their allergens
and how to manage these if accessed.
Curriculum and teaching Expected standard
Leaders provide an ambitious curriculum that supports children's learning across all areas.
Staff use accurate assessments of what each child already knows and can do to support
learning effectively. They create next steps and share these with parents, and this ensures
children, including those with special educational needs and/or disabilities and those known,
or previously known, to children's social care, progress well. Staff follow children's interests
well, having a deep understanding of what piques their curiosity.
Staff sequence the mathematics curriculum well. Babies have early experiences of
mathematical concepts, for example counting to 3 as they add objects on a pole. Books are
plentiful across the setting and support all areas of learning. Children are excited to listen to
stories and have a clear love for reading. For example, a child asks for a book they have
been learning about, and children gather to listen from their play. Children benefit from a
sports coach who engages them positively in building their physical development. Leaders
and staff create a rich environment where children engage in activities that enable them to
explore their independent learning.
Staff prioritise supporting children's personal, social and emotional development through
interactions and activities. They support children's communication and language through
regular conversations, questioning and modelling. For example, children play a card game,
matching colours, numbers or symbols, and staff support both their language and
mathematical skills.

Inclusion Expected standard
Leaders demonstrate their commitment to ensuring inclusive practice for all children. They
consider children individually and make adaptations to their curriculum to best support each
child in their care. For instance, outdoor equipment is bought and a sports coach is used to
support children to extend physical development opportunities. Children's needs are met,
including those with special educational needs and/or disabilities (SEND) and those known,
or previously known, to children's social care. Leaders ensure funding is used to invest in a
range of resources to promote children's learning and wellbeing. For example, sensory toys
are bought to support those who benefit from sensory feedback. Leaders are quick to
identify children's individual needs through clear assessment processes. These are typically
understood by staff. However, additional training would further strengthen staff confidence.
Staff work closely with families. Leaders work with a range of experts to develop
personalised support, particularly for those children with SEND and those known, or
previously known, to children's social care. Staff regularly review plans with parents and
external professionals, so support remains focused. Staff know each child's next steps well
and adapt activities so that children can take part and succeed. This builds harmonious
relationships that put the children at the heart of all they do. For example, babies enjoy
exploring petals in coloured water and repeat single words such as 'pour' and 'petal'.
Leadership and governance Expected standard
The new leadership team has a clear understanding of the setting's strengths and priorities
for improvement following a recent acquisition. Leaders have a clear plan to improve training
and development needs across the staff team to gain consistency. They work alongside
well-established staff to ensure that they maintain high standards of education and care.
Leaders offer a variety of support to staff to ensure they can manage their workload,
wellbeing and mental health. Staff feel comfortable to speak with leaders and feel valued in
their roles. They talk positively about a range of professional development opportunities
offered through a new platform.
Leaders are passionate about providing safe and engaging environments where all children
can achieve. They foster collaboration among staff, parents and external professionals and
make positive links within their local authority team. Leaders and staff also receive support
from the wider Kids Planet staff team. This support helps to ensure all children thrive,
including those with special educational needs and/or disabilities and those known, or
previously known, to children's social care.
Leaders and staff support parents to continue their children's successful learning and
development at home. For example, staff share next steps and ideas for home learning,
which are then shared back with the setting.

Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children's personal, social and emotional development is prioritised at this nursery. Children
are happy, feel safe and are well cared for in nurturing environments. Staff build positive
relationships quickly, which supports children to have a secure sense of belonging. Staff are
thoughtful and purposeful in their approach to teaching and learning. Children learn through
a varied and well-thought-out curriculum that is engaging and links closely to their unique
interests. Staff value children as individuals and celebrate their interests through activities
that pique their curiosity. This means all children achieve well.

Inspectors:
Nic Henson
Donna Birch
About this setting
Staff's knowledge of the children in their care is reflected in their approach to curriculum
design. They plan purposefully, with clear intent. Age-appropriate resources in each room
mean children are excited to learn and have a positive attitude to learning. Staff share
children's evident love of books with enthusiasm. Opportunities for promoting
communication and language skills are clear in the children's play. For example, older
children explain how the teddy they have drawn has 'injured its eye' when speaking to staff.
Leaders ensure interventions for children are swift and tailored to the individual. This means
children receive the support they need to make progress from their relative starting points.
For example, visual prompts for children with special educational needs and/or disabilities
are shared with home for consistency. Staff engage positively with families as they work
together for the best outcomes. Parents speak fondly of their child's key person and how
well they know and understand their uniqueness. This results in a setting where all children
build independence and achieve through routines that are well embedded by staff who care
deeply.
Next steps
Leaders should ensure ongoing professional development is precisely focused to match
the priorities of the setting and allows all staff to support children with specific special
educational needs and/or disabilities to consistently make a demonstrable impact.
Leaders should continue to further strengthen the newly formed management team and
use their detailed analysis of the setting's areas of improvement to make a significant,
positive difference to children in their care.
About this inspection
The inspector spoke with leaders, practitioners, the special educational needs and
disabilities coordinator 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.

Unique reference number (URN): 2860323
Address:
Eamont House, Gillan Way
Penrith 40 Business Park
Penrith
Cumbria
CA11 9BP
Type: Childcare on non-domestic premises
Registration date: 04/09/2025
Registered person: Kids Planet Day Nurseries Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Westmorland and Furness
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 31 March 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
96
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
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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