Kids Planet Sandbach Montessori

Kids Planet Sandbach Montessori
Unique reference number (URN): 2851082
Address: 32 Crewe Road, Sandbach, CW11 4NE
Type: Childcare on non-domestic premises
Registered with Ofsted: 30/06/2025
Registers: EYR
Registered person: Kids Planet Day Nurseries Limited
Inspection report: 10 June 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 achieve well from their individual starting points. Babies recall familiar routines and
expectations, while older children demonstrate increasing responsibility through daily tasks
and routines. Children develop the knowledge, skills and positive attitudes needed for their
future success and the next stage of learning.
Children demonstrate well-developed communication and language skills. They confidently
share experiences, express ideas and engage in meaningful conversations with adults and
their peers. Staff provide time for children to think, respond and contribute, supporting them
to become assured and capable communicators.
Children show high levels of curiosity, perseverance and developing problem-solving skills.
They sustain concentration, collaborate effectively and approach challenges with
confidence. Children with special educational needs and/or disabilities, children who speak
English as an additional language and those who face barriers to learning or wellbeing are
supported effectively to achieve well. As a result, children are well prepared for transitions
and their next stage of learning.
Behaviour, attitudes and establishing routines Strong standard
All children, including those with special educational needs and/or disabilities and those who
face barriers to learning, follow routines confidently and understand what is expected of
them. Transitions are highly effective. Children move smoothly between activities and daily
routines with confidence and independence. Babies begin to recognise familiar
expectations, while older children take increasing responsibility as they move through the
nursery. Well-established routines ensure children feel secure and ready to learn. For
example, children clearly explain the purpose of the yellow line across the nursery,
understanding how it helps them stop, wait and move safely between areas. This ensures
transitions run efficiently and minimise disruption to learning.
Children demonstrate highly positive attitudes to learning. They sustain concentration,
persevere with challenge and take pride in their achievements. Children show consideration
for others, take turns and cooperate well during activities. Staff support children effectively to
recognise and express their feelings and develop strategies to manage their emotions.
Leaders have identified this as an area to develop further and have introduced emotion
coaching to strengthen children's self-regulation.
Leaders promote the importance of regular attendance and punctuality and work closely
with families where support is needed. This ensures children access learning consistently
and build securely on what they already know and can do.

Children's welfare and wellbeing Strong standard
Children, including those with special educational needs and/or disabilities and those who
face barriers to learning or wellbeing, experience consistently high-quality care that
promotes their welfare and emotional wellbeing. They form warm, secure relationships with
staff, who know them extremely well and respond sensitively to their individual needs. This
helps children feel safe, secure and deeply valued. Children confidently seek comfort and
reassurance from trusted adults. For example, younger children independently approach
staff and ask for a 'cuddle please' when they need support. Staff respond warmly and
attentively, supporting children to feel emotionally secure and develop confidence and
resilience.
Healthy lifestyles are promoted effectively through meaningful experiences and strong
engagement with families. Children develop a clear understanding of healthy eating and
make connections between their learning at nursery and at home. For example, ingredients
are shared with families to support cooking at home, reinforcing children's learning and
encouraging healthy choices. Children take part in regular toothbrushing routines. Leaders
provide resources and guidance to families, helping them to sustain good oral health
practices beyond the nursery.
Children develop a secure understanding of how to keep themselves safe and make
responsible choices. They confidently explain expectations and apply these consistently
during play and routines. Children also develop a clear awareness of sustainability and
caring for the environment. For example, they use the nursery's 'happy' and 'sad' bins to sort
waste and explain the importance of recycling. This helps children understand how their
actions contribute positively to the wider world
Curriculum and teaching Strong standard
Leaders have designed an ambitious and well-sequenced curriculum that supports
children's development across all areas of learning. They place clear emphasis on
communication and language, personal, social and emotional development, and physical
development. Staff have a secure understanding of what children need to learn next and
use this consistently to shape purposeful experiences that build effectively on prior
knowledge.
Teaching is highly effective and responsive. Staff know children extremely well and use
interactions skilfully to extend learning. They introduce rich vocabulary, encourage children
to articulate their thinking and provide time for thoughtful responses. As a result, children
communicate their ideas and feelings with confidence. Mathematical understanding is
developed effectively through meaningful experiences. The introduction of a structured 'work
cycle' enables children to build securely on what they already know. For example, children
use tools such as hammers and nails to strengthen small muscles before creating
increasingly complex patterns, including geometric shapes. Children sustain concentration,
persevere when challenged and take pride in their achievements, developing well-controlled
fine motor skills alongside their understanding of shape and pattern.
Leaders place a high priority on children's physical development. Children benefit from
frequent, well-planned opportunities to develop coordination, balance and control. For

example, during a 'bear hunt' activity, children explore textures as they practise balancing,
hopping and moving in different ways. Staff thoughtfully prompt children to describe their
experiences, enhancing both their physical development and communication.
Inclusion Strong standard
Leaders and staff place inclusion firmly at the heart of their work. They identify needs early
and work closely with families and other professionals to build a clear understanding of
children's strengths, needs and next steps. This includes sensitive support during significant
life events and effective engagement with external agencies where needed. Provision is well
tailored and highly responsive, adapting as children's needs evolve. As a result, barriers to
learning and wellbeing are reduced effectively, and children make secure and consistent
progress from their starting points.
Additional funding is used strategically to improve outcomes and reduce barriers to
participation. Leaders consider carefully how funding can be used to strengthen children's
engagement. For example, some children attend sessions such as 'Pop Cats' to develop
confidence and communication skills. Others benefit from thoughtfully selected resources,
including weighted cushions designed around children's interests, which support emotional
regulation and sustained engagement. This enables children to take part fully in the
curriculum.
Children with special educational needs and/or disabilities receive timely and effective
support. Staff have a secure understanding of children's strengths, needs and next steps,
and adapt their practice consistently well. Children who speak English as an additional
language are supported effectively through visual strategies, predictable routines and clear
communication. Staff routinely review and refine their approaches to ensure support
remains inclusive and impactful.
Leadership and governance Strong standard
Leaders are ambitious for all children and have a clear and accurate understanding of the
nursery's strengths and priorities. They reflect thoughtfully on practice and take decisive
action to secure improvement. For example, recognising the need to support less
experienced staff, leaders introduced a buddy system that has strengthened staff
confidence, knowledge and day-to-day practice. Professional learning is used strategically
to develop expertise and enhance the quality of children's experiences.
Leaders foster a positive and supportive culture where staff feel valued. Regular
communication, clear guidance and meaningful opportunities for reflection support staff
wellbeing and help manage workload effectively. Staff work collaboratively and take shared
responsibility for meeting children's individual needs.
Partnerships with parents, professionals and the wider community are well established and
used effectively to support children's development. Parents receive regular, meaningful
information about their children's experiences and are supported to continue learning at
home. Community links enrich the curriculum and broaden children's understanding of the
world.

Leaders demonstrate a strong commitment to children's safety and wellbeing. They
understand their responsibilities and act promptly when concerns arise. For example,
following an accident, leaders notified Ofsted and carried out a thorough review of practice.
Risk assessments were strengthened and further staff training introduced to reduce
potential risks. This reflects leaders' proactive approach to improvement and their focus on
maintaining a safe, secure environment for all children.
What it's like to be a child at this setting
Children thrive in this warm, inclusive and nurturing nursery. They arrive happy and settle
swiftly into well-established routines. Highly positive relationships with staff ensure children
feel safe, secure and deeply valued. Leaders and staff know children exceptionally well and
use their detailed knowledge to provide precisely targeted support that meets individual
needs and reduces barriers to learning and wellbeing.
Children who speak English as an additional language, children with special educational
needs and/or disabilities and those facing other challenges are supported consistently well
to participate fully. Partnerships with families are strong. Staff work closely with them and
other professionals to support children through significant life events and key transitions. As
a result, children feel fully included and develop a secure sense of belonging.
Across the nursery, children engage with high levels of enthusiasm in a broad and
stimulating range of experiences. They sustain concentration, become deeply involved in
their play and demonstrate highly positive attitudes to learning. For example, children
collaborate to build pirate ships, create detailed treasure maps and solve problems during
outdoor play. They confidently share ideas, listen to others and use a widening vocabulary.
Staff skilfully extend children's thinking, helping them make meaningful connections and
build securely on what they already know and can do. Children demonstrate impressive
independence. Babies confidently select resources, while older children take responsibility
for preparing tables, serving food and caring for their environment.
Children form strong friendships and show genuine respect for one another. They cooperate
well, show kindness and assess risks confidently during physical play. Regular attendance
supports continuity in children's learning and development. Children develop the knowledge,
skills and confidence needed for their next stage of learning. As a result, they flourish and
are well prepared for school.

Inspector:
Kelly Little
About this setting
Unique reference number (URN): 2851082
Address:
32 Crewe Road
Sandbach
CW11 4NE
Type: Childcare on non-domestic premises
Registration date: 30/06/2025
Registered person: Kids Planet Day Nurseries Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 06:00
Local authority: Cheshire East
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 achievement and wellbeing.
About this inspection
The inspector/inspectors spoke with the area manager, nursery manager, designated
safeguarding lead, parents, staff and children 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.
'We carried out this inspection as a result of a risk assessment, following information we
received about the provider. The provider will be able to give parents further information
about this.'

Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 10 June 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
75
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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