Kids Planet Bricknell

Kids Planet Bricknell
Unique reference number (URN): 2848668
Address: 249 Bricknell Avenue, HULL, HU5 4NS
Type: Childcare on non-domestic premises
Registered with Ofsted: 02/07/2025
Registers: EYR, CCR
Registered person: Kids Planet Day Nurseries Limited
Inspection report: 8 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
All children make significant progress from their starting points, including children with
special educational needs and/or disabilities or those that face other barriers to learning
and/or wellbeing as they make excellent progress in their learning and development. All
children, demonstrate that they feel secure and well supported in this enabling environment
and fully participate in the nursery routines which are tailored to meet the differing needs of
children.
Children thrive in the language rich environment, and participate in meaningful
conversations with each other. Children are confident speakers and they openly express
their ideas and ask questions. Children who speak English as an additional language are
making excellent progress. This has a very positive outcome for all children's learning and
contributes to their speech and language development effectively. All children, including
children who face barriers to their learning, are developing as confident communicators.
Babies develop listening skills as they hear stories and songs. They show resilience as they
navigate the environment and develop their physical skills.
Children have every opportunity during daily routines to learn skills needed to be
independent learners. For example, children confidently use cutlery to eat meals, including
young babies. They learn in a calm atmosphere with lots of time to process new challenges
and experiences. Staff provide abundant opportunities for children to strengthen both large
and small physical skills through carefully planned activities and outdoor play. As a result, all
children, including children with Special educational needs/ and or disabilities are well
prepared and ready for the next stage in learning and transition to school.
Behaviour, attitudes and establishing routines Strong standard
Children are familiar with the routines and expectations at nursery. They show perseverance
and determination to solve problems for themselves. They focus intently on activities for
long periods of time. They show interest in what they are doing, always supported by
attentive staff who offer support and reassurance when needed.
Leaders and staff consistently model the high expectations for all attending. Children have
formed friendships with others attending and are caring toward one another. Staff are calm
and reassuring and children's behaviour is exemplary. Children thrive on the encouragement
and frequent praise they receive from staff and this also significantly contributes to their
confidence and self-esteem. Children demonstrate a real desire to focus on their learning.
They are extremely confident and a demonstrate a 'can do' attitude to their learning. For
example, babies who are starting to walk use resources to help them balance. Older
children follow their specific interests in nature and the wider world around them.
Staff anticipate and swiftly identify children who face barriers to their learning and/or
wellbeing. They ensure consistent guidance, time and support is provided so that children
fully participate. Staff help build on children's skills gradually to help them settle into the daily
routines. Leaders ensure there is a mutually respectful atmosphere throughout. Children

have established warm and trusting relationships with their key person. They demonstrate
good manners and understand the high expectations that are fully embedded in practice.
Leaders work effectively with families to ensure that they understand the importance of
regular attendance. Leaders and staff explain to families the importance of being punctual
and attending regularly to support children's learning. Leaders adapt sessions and times to
suit family needs.
Children's welfare and wellbeing Strong standard
Leaders and staff consistently recognise and use additional learning opportunities that occur
during everyday routines, such as nappy changing, handwashing and mealtimes. Healthy
lifestyles are promoted at every opportunity. Children are supported to make their own
healthy choices. At snack time, children choose from healthy options. Parents report their
children talking to them at home about what is a balanced meal. Consistent routines
motivate children to develop long-lasting habits. Staff maintain consistently strong links with
outside agencies and professionals to ensure that families are supported in their unique
circumstances. This helps children to feel safe and able to thrive.
Staff fully understand and swiftly identify the unique needs of all children including those
with special educational needs and/or disabilities. They are responsive and effectively adapt
procedures, such as potty training, to ensure children are fully supported and their wellbeing
is prioritised. Staff are nurturing, respectful, and show genuine care toward the children.
They ensure children's dignity and privacy is maintained during personal care routines.
Ongoing interactions with children are excellent and contribute to their emotional wellbeing.
Mealtimes are a highly social and learning-rich experience. Children eat together in small
groups, taking pride in shared responsibility as they set tables and prepare for meals. Staff
skilfully support children to try new foods and develop healthy habits, reinforcing messages
such as 'keeping hydrated and feeding our bodies to help our brains and memory'. Children
proudly serve themselves and help their friends pour drinks. Staff supervise children closely
during mealtimes. They enjoy healthy home cooked food and a varied diet every day.
Leaders and staff provide high quality, inspirational teaching. They ensure that all children
thoroughly enjoy their time at nursery exploring new and rich experiences. For example,
children thoroughly enjoy exploring flowers and herbs which they explore with interest. They
confidently talk about different colours and smells they are experiencing. They demonstrate
their natural curiosity with the ocean and natural habitats. They understand the importance
of recycling and protecting the natural environment and planet.
Curriculum and teaching Strong standard
Leaders work with staff to plan a highly ambitious and enriching curriculum that prioritises
children's communication and language, personal, social and emotional development and
physical skills. Staff have a very secure understanding of what they want children to learn,
and learning is thoughtfully sequenced so that new knowledge builds effectively on prior
learning. Each room has clear learning intentions and inspirational focus words, which are
regularly reviewed and adapted to reflect children's needs and interests. Older children use
extensive vocabulary, such as using the word 'habitat' 'conservation' and 'ecosystem' as

they describe the importance of reducing plastics in our oceans and protecting the
environment.
Staff provide abundant opportunities for children to develop a deep love of books, songs and
rhymes. Children excitedly sing and read together, showing enthusiasm and engagement in
literacy-rich experiences. They recall familiar stories in their play. For example, toddlers
recall a recent story which explored feelings, emotions and empathy. They recall how the
character felt as they explore mixing different coloured water together. Staff have created
thoughtful social stories based on children's own experiences, helping children understand
routines, emotions and social interactions. This has a significant impact on children's
confidence, emotional regulation and social development.
Interactions between staff and children are of consistently high quality. Staff skilfully adapt
their teaching, model language effectively and use every interaction as a purposeful
teaching opportunity. They encourage curiosity and critical thinking, supporting children to
test ideas and explore materials independently. Staff use visual aids, language bags and
visuals to represent their home language. Furthermore, staff develop the use of key words
and visuals which are familiar to children at home. This helps enhance communication,
particularly for children who speak English as an additional language. This is highly
embedded across the nursery.
Assessment is used highly effectively to identify children's starting points and next steps. As
a result, teaching is adapted precisely, and all children, including those facing barriers to
learning, make excellent progress from their starting points across all areas of development.
Inclusion Strong standard
Leaders and staff are committed to ensure all children consistently experience inclusive
practice. The nursery is inviting and welcoming for children and families. Staff complete
robust assessments and observations of children. Staff are skilful in their interactions with
children and have a detailed knowledge of child development. Staff swiftly identify children's
individual needs and hold regular and detailed discussions with parents. Precise next steps
for learning are implemented, and stringent monitoring of children's progress enables
leaders to evaluate children's progress effectively. Staff are highly responsive to children's
changing needs and ensure that strategies in place have a positive impact on outcomes for
all children to ensure that they reach their full potential.
Staff adhere to personalised routines and implement targeted interventions. Resources and
visual prompts support all children to access and succeed from their starting points.
Leaders' use of additional funding is purposeful and targeted. For example, they develop
sensory boxes, communication boxes, spinning chairs and sensory lights. This ensures that
all children learn to regulate their emotions and learn in a way that meets their very unique
and individualised needs. Leaders and staff have recently raised money on a sponsored
walk to help develop a sensory room to help children regulate their emotions.
Leaders ensure staff feel confident in their role and they receive ongoing training and
support so that they can be highly effective and confident supporting children with special
educational needs and/or disabilities effectively. High priority is given to ensure a consistent

and inclusive approach. Leaders work closely with families, external professionals and other
settings children attend to ensure continuity.
Leadership and governance Strong standard
Leaders respect and value the contribution that staff make and thoughtfully consider their
wellbeing and workloads. Staff are highly dedicated to providing the best possible outcomes
for children. They comment positively on the support, and encouragement leaders provide.
They are motivated and keen to continue and build on their own skills and welcome
opportunities to participate in purposeful professional development. Leaders are highly
reflective and have an accurate overview of the setting's strengths and areas for
improvement. Leaders continually review, refine and adapt the provision to ensure it remains
at a consistently high quality.
Leaders have a deep understanding of the potential barriers that may affect children's
learning. They work very closely with staff, external professionals and families, providing
expert guidance, targeted support and effective strategies to ensure every child makes the
progress they are capable of at the setting and at home. Additional funding is used
effectively to support those children who receive it.
Leaders work proactively with families to fully understand their individual circumstances to
provide the best support for their children. For example, they implement personalised
transition programmes with the schools that children with special educational needs and/or
disabilities are going to attend. They are highly effective at ensuring that all children thrive in
their learning and development, setting them up for future success going forwards.
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

What it's like to be a child at this setting
Children arrive at nursery with excitement and enthusiasm to start their day and play with
their friends. They are greeted by happy, attentive and enthusiastic staff who are genuinely
pleased to see them. All children, including new babies to the nursery, leave their parents
with ease. Highly nurturing and positive caring relationships are formed with their key
person, and children demonstrate they feel safe and secure at nursery. Children quickly
immerse themselves in their chosen activities. For example, babies excitedly splash in a
water tray activity and move to the five little speckled frogs' song. They explore the play
frogs, wooden logs and lily pads. Toddlers explore clear bottles with different coloured water
inside. They confidently mix colours together and delight as they mix red and yellow to make
orange. They confidently pour the water into jugs as staff model language such as 'full' and
'overflowing.' Older children confidently use a vinyl record player and explore listening to
jazz and blues. They independently use a projector to watch whales, sharks and sea
creatures swimming in the ocean.
Children make rapid progress and consistently achieve from their starting points. Staff
strengthen learning through revisiting and recalling activities and targeted interventions.
Children benefit from an ambitious and very well sequenced curriculum which is consistently
delivered to a high standard by leaders and staff. Leaders promote the importance of
attendance and support families in bringing their child consistently to promote their welfare
and learning. Children are well prepared and ready for the next stage in their learning and
transition to school.
All children, including the youngest children demonstrate a love of books. They sit
individually or share stories in small groups. Babies explore sensory board books, toddlers
explore a book about emotions and older children use encyclopaedias and factual books to
research their favourite sea creatures and animals. They recall previous learning and a
video they made wishing Sir David Attenborough a happy one hundredth birthday. Children
work well together with minimal support from staff. They concentrate and help one another
as they build a bench out of larger blocks and wooden planks. They remind each other to
watch out for their friends as they manoeuvre the planks and to hold them firmly. Children
fully understand behaviour expectations and can identify how they can support their friends
during play.
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.

Inspector:
Rachael Barrett
About this setting
Unique reference number (URN): 2848668
Address:
249 Bricknell Avenue
HULL
HU5 4NS
Type: Childcare on non-domestic premises
Registration date: 02/07/2025
Registered person: Kids Planet Day Nurseries Limited
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Kingston Upon Hull City Council
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 8 June 2026
Children numbers
Age range of children at the time of inspection
About this inspection
The inspector spoke with the children, leaders, staff 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.

0 to 4
Total number of places
68
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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