Kids Planet Moseley

Kids Planet Moseley
Unique reference number (URN): 2669053
Address: 70 Barn Lane, Moseley, BIRMINGHAM, B13 0SW
Type: Childcare on non-domestic premises
Registered with Ofsted: 19/01/2022
Registers: EYR, CCR, VCR
Registered person: Kids Planet Day Nurseries Limited
Inspection report: 15 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.

Expected standard
Achievement Expected standard
Children make steady progress from their starting points. Those with special educational
needs and/or disabilities and those who are known to social care, gain the skills they need
to progress to the next stage in their education. Staff plan learning opportunities that all
children can take part in. This ensures all children across the nursery build on their existing
skills.
Children develop their communication and language skills. Babies hear rhymes and songs
as staff soothe them when they are upset. Older children enjoy reading stories. They learn
about characters in books and begin to understand that text has meaning. Developing
children's independence is a focus in the nursery. Children gain increasing independence
over time. They learn to use cutlery independently to feed themselves. As they progress
through the nursery, they learn to serve their own meals. This helps them to develop the
control and confidence they need for their move to school.
Behaviour, attitudes and establishing routines Expected standard
Children generally follow routines well. They line up to wash their hands before meals and
then sit at tables ready to eat. They show that they are familiar and confident with these
routines. Older children learn to take turns as they pass trays around at mealtimes and
serve themselves. Children show patience and cooperation at these times. Staff understand
that some children, such as those with special educational needs and/or disabilities, require
flexibility within the routines. For example, they recognise that some children struggle to sit
for extended periods and encourage them to join their friends at the table once the food is
ready for serving.
Staff are gentle and caring with children. They remind children of behaviour expectations,
providing support for them to understand why certain rules are in place. Children respond
well to this and learn to share resources with others. Children are praised during play. This
encourages repeated positive behaviours. Children show enjoyment at these times.
Generally, staff develop warm and affectionate relationships with children. They provide
comfort when they are upset and learn about their interests. Over time, this helps children to
develop a sense of security. Children develop positive relationships with one another,
inviting others into their play and forming friendships. They are beginning to develop positive
attitudes to their learning. During focused activities, children show interest and engage in the
experiences on offer. Regular attendance helps children to benefit from consistent learning
opportunities.
Curriculum and teaching Expected standard
Leaders have a clear idea of what they want children to learn. They design a curriculum that
is sequenced across the nursery so that children build on what they know and can do.
Leaders have identified that there are some inconsistencies in staff practice and are starting
to address this. Children experience purposeful interactions with staff during focused

Needs attention
activities. At these times children hear new words and have opportunities to practise skills
they have previously learned. However, during times of free play staff are less focused on
interacting with children to extend their learning. Staff tend to supervise children at these
times rather than engage them in meaningful interaction. As a result, the opportunities for
teaching children are not fully maximised.
Children develop a love of books. From a very young age, children show an interest in
sharing stories. They have favourite books which they take to staff for them to read. Children
show interest as they listen to stories and follow pictures in books. Older children begin to
develop the skills they will need for school. Staff provide sponges in water with a variety of
tools. Children squeeze sponges using juicers. This develops the coordination and strength
in their hands which they will need for writing later on.
Inclusion Expected standard
Leaders and staff identify the emerging needs of children quickly. They use assessment
effectively to measure where there are gaps in children's development. Leaders and staff
work closely with parents and carers, and other professionals, to implement support for
children from the earliest opportunity. For example, where children with special educational
needs and/or disabilities (SEND) move from other settings, leaders liaise with them directly.
They find out specific information about children's needs, so that there is a smooth transition
for them. Leaders draw on the expertise of local SEND teams, so that they incorporate the
most appropriate support for children. Those who take the lead on inclusion at the nursery,
provide support for staff so that they have the information they need about children to meet
their individual needs. Leaders help staff to implement strategies that help children to make
progress.
Leaders ensure additional funding is used in the most effective way to support children. For
example, they identify what helps children to engage in learning and purchase further
resources for them. Staff stay close to older children who are new to the nursery, as they
become familiar with their new environment. They adapt routines so that all children can be
included. For example, some children sit down for meals later than others. This reduces the
time they are expected to sit and wait.
Children's welfare and wellbeing Needs attention
The key-person system does not effectively support children's wellbeing and welfare.
Leaders do not ensure that staff understand who the key person is for all children.
Consequently, some children who are new to the nursery are not able to build important,
early attachments with designated staff. Additionally, when staff move across rooms, the
transition from one key person to another is not performed smoothly. Staff are unsure of who
has taken on the role of key person for some children. This can be disrupting, particularly for
babies. Staff do show care towards children and give them cuddles and comfort when they
are upset.

Leaders have taken action to improve hygiene procedures in the nursery, however, more
needs to be done to ensure hygiene practices are followed consistently. For example,
children walk around with comforters that are accessed by other children, and staff
sometimes do not make sure children wash their hands after wiping their nose.
Children have opportunities to be active daily and learn how to keep their bodies healthy.
They learn how exercise affects their body and how to calm themselves down. Staff provide
quiet areas for children to rest and generally adapt routines to fit with sleep patterns at
home. There are times however, when children wake from sleeping and are immediately
placed at the table to eat. Staff do not always recognise that children need extra time to
come around when they wake up. This causes upset, particularly to babies who require
further comfort upon waking. Children with special educational needs and/or disabilities are
supported well and learn to manage their own personal care needs independently.
Leadership and governance Needs attention
Leaders have a broad awareness of the nursery strengths and where improvement is
needed. They largely focus on the right areas for improvement. Staff have access to regular
professional development opportunities. Leaders' evaluation of practice, although generally
accurate, does not always fully consider how to support staff to improve so that practice is of
consistently high quality across the nursery. Systems to monitor the impact of training do not
yet successfully secure improvement to ensure children receive sustained high quality
teaching. Additionally, leaders have not ensured that the key-person system fully supports
the development of secure attachments, particularly for babies. This impacts on their early
experiences and does not promote their wellbeing effectively.
Leaders develop positive relationships with staff, parents and carers. Parents comment
positively on the care their children receive and the progress they make over time. Parents
of children who face barriers to their learning appreciate the support they have received as a
whole family unit. Leaders have suitable arrangements in place to ensure children with
special educational needs and/or disabilities receive the right support as early as possible.
Staff feel supported by leaders and find their workload manageable.
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
The key person system at the nursery is not fully effective. Leaders have not ensured that
there is a designated key person for all children. New babies are often upset, and although
staff provide cuddles for these children, they experience comfort from a variety of staff. In
addition, staff are unsure about who is the designated key person for some children. This
does not offer a secure and settled relationship for babies from the moment they start at
nursery. Furthermore, leaders do not always target the support they provide for staff
precisely enough so that it has the desired impact on improving learning experiences for
children.
Children are happy at the nursery, and enjoy joining in the activities on offer. They enjoy
spending time with their friends taking part in yoga sessions. They copy different stretches
and positions that are demonstrated by staff. Children develop an awareness of how their
body works and how to keep themselves calm. They take part in breathing exercises and
pay attention to how movement affects their bodies, such as listening to their hearts racing
and then getting slower. Children with special educational needs and/or disabilities take part
in similar activities to their friends. Leaders and staff make adaptations to routines where
needed and provide the support they need to learn alongside their peers. Children generally
learn the skills they need to prepare them for their move to school.
Children have daily access to the outdoors. They spend time moving around on vehicles,
developing their balance and coordination. Children have chance to develop their social
skills. They play alongside others, and often have opportunities to mix with different age
groups in the nursery. Children demonstrate suitable behaviour. They are supported by staff

Inspector:
Christine Ward
About this setting
Unique reference number (URN): 2669053
Address:
70 Barn Lane
Moseley
BIRMINGHAM
B13 0SW
during times when they experience conflict. They learn how their behaviour affects others
and the importance of sharing and cooperating. Children attend regularly, affording them the
chance to practise the new skills they learn.
Next steps
To meet the requirements of the Early years foundation stage and Childcare Register the
provider must take the following actions by the assigned date:
Action Completion Date
improve the key-person system so that it is effective in
supporting secure attachments between babies and
staff
31/07/2026
provide staff with further, more targeted support so that
learning experiences for children are of consistently
high-quality.
31/07/2026
About this inspection
The inspector spoke with leaders, practitioners, and parents and carers 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.

Type: Childcare on non-domestic premises
Registration date: 19/01/2022
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: Birmingham
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 15 June 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
58
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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