Kids Planet Crewe

Kids Planet Crewe
Unique reference number (URN): EY437225
Address: 110 Sydney Road, CREWE, CW1 5NF
Type: Childcare on non-domestic premises
Registered with Ofsted: 21/10/2011
Registers: EYR
Registered person: Kids Planet Day Nurseries Limited
Inspection report: 19 February 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 secure new knowledge and skills as they take part in the curriculum. All children,
including those with less vocabulary and those who speak English as an additional
language, use visual cues and Makaton to aid communication. They make consistent
progress and are confident communicators.
Children who face barriers to their learning, including those with special educational needs
and/or disabilities, make impressive progress from their starting points. They benefit from
the adaptations made to activities, enabling them to take part, practise skills and gain
independence. Children use new words, which helps them to join play with their friends and
develop their confidence.
Children build their knowledge of number, and they develop physical skills and confidence at
a steady pace. They work hard to squeeze lemons and twist lids off pots. They show a 'can-
do' attitude as they keep trying with tasks. They develop a positive attitude and learn skills
that help to prepare them for future learning.
Behaviour, attitudes and establishing routines Expected standard
Children develop a sense of security because staff are welcoming and nurturing. Staff
consider children's current experiences and any events, such as a new baby at home, that
might impact on how they are feeling. Their clear knowledge of each child means they
understand children's needs and how to support them. Routines from home are followed for
babies, and this helps them settle easily. Children generally follow daily routines. However,
during free play and some group times, staff do not always give children effective prompts to
support them to know what to do next. As a result, children occasionally wander without
purpose because they are not sure of the expectations or routines.
Staff model kindness and respect. They check with children before removing dummies or
taking them to have their nappy changed. This helps children to feel valued, safe and
secure. Overall, children's behaviour is positive. Even young children demonstrate lovely
manners, saying 'thank you' to staff and friends. Children manage turn-taking well. They are
encouraged to self-regulate by staff who understand how to support children to
acknowledge their feelings. Staff respond calmly to children and offer consistent strategies
to support any unwanted behaviours.
Leaders monitor absence closely. They understand the importance of regular attendance
and ensure this is supported for all children.
Children's welfare and wellbeing Expected standard
Staff demonstrate a strong understanding of each child's individual needs, taking into
account their family background, experiences and broader context. They share this
knowledge effectively within the team to provide consistent support and to ensure that every

child receives the support they need to thrive. This approach is particularly valuable for
children with special educational needs and/or disabilities or those facing additional barriers
to learning, because it helps them to feel secure and supported.
Children are given safe opportunities to take manageable risks, such as using balancing
equipment in the garden. These experiences help them develop confidence, resilience and
coordination while learning to assess and manage challenges. Staff support children
through modelling. For example, they guide pre-school children on how to cut fruit safely.
This helps children to learn new skills safely and with confidence. Children are delighted
when they manage tasks independently. Staff help children to recognise their emotions and
encourage positive self-esteem.
Leaders have noted the difficulties local families might have in accessing a dentist and have
provided advice and practical resources to support regular toothbrushing at home. In
addition, they have provided packs for families to take home and make healthy meals.
Parents comment on the positive impact of these in creating healthy routines at home.
Curriculum and teaching Expected standard
Leaders design an ambitious, inclusive curriculum that gives children the knowledge and
skills they need for their next stage of development. Staff plan tailored activities to help
children's continual development. Leaders are supporting some staff to implement the
curriculum more effectively by improving their teaching and interactions.
Leaders focus the curriculum to meet the needs of the current group of children. They use a
sports coach to support pre-school children in developing physical skills and teamwork. The
curriculum supports progression from early communication and physical skills to
independence and problem-solving. This planned sequence helps children build knowledge
in readiness for their eventual move to school.
Leaders and staff use observations and assessments to plan children's next steps in
learning. They act promptly when gaps in learning appear and ensure that all children make
meaningful progress. Staff offer learning opportunities to meet individual children's needs.
Teaching is delivered especially well for children with special educational needs and/or
disabilities and where staff have identified gaps in learning and development.
Communication and language development are prioritised in each room. Staff introduce new
words, and children gain an increasingly complex vocabulary. Staff strengthen mathematical
learning through practical experiences. Children are supported to count out items they are
using one item at a time. They develop an understanding of number order. Staff encourage
turn-taking and problem-solving in play. For example, children consider how to twist and turn
lids to open pots. Staff adjust the level of challenge so everyone can take part successfully.
Inclusion Expected standard
Leaders and staff work closely with families to assess and support the needs of every child.
They recognise the importance of consistent attendance. They prioritise building positive
and effective partnerships with parents and carers to ensure that children can access the
provision.

Leaders make sure that decisions about additional funding are closely linked to each child's
individual needs. For example, children benefit from resources purchased specifically to
help them remain calm and engaged. Staff quickly identify when children need extra
support. They use effective strategies, such as visual cues. These strategies enable
children, including those with special educational needs and/or disabilities (SEND), to
communicate and fully engage in all learning.
Staff work closely with other professionals to ensure that children and their families receive
the support they need to thrive. Targeted support plans are created, monitored and shared
with parents. This helps them stay informed about their children's progress. This
collaborative approach ensures consistency between home and the setting and supports
children's learning and wellbeing. Children make steady progress, and those with SEND
demonstrate swift progress from their starting points.
Leadership and governance Expected standard
Leaders have a good understanding of the context of the setting and use this knowledge to
tailor the support and care they provide. Leaders regularly review practice and identify areas
for improvement. Through supervision and coaching, leaders provide ongoing guidance to
staff. A strength of the nursery is leaders' supportive approach. Staff report that they feel
valued. Leaders work hard to help staff embed new knowledge and skills to contribute to
children's learning and wellbeing.
Partnerships with parents are strong. Staff build relationships that enable them to gather
detailed information about each child's individual needs, interests and home circumstances.
Leaders are working to strengthen these partnerships even further, offering resources and
guidance on supporting learning and healthy lifestyles at home. Parents are positive about
the support they receive and the difference the nursery makes to their children's progress.
Leaders work effectively with other professionals, including schools, to support smooth
transitions for children as they move on. They demonstrate a strong approach to inclusion.
They consider how the environment and curriculum can be planned and adapted where
necessary to meet the needs of all children.
Leadership arrangements provide clear oversight, ensuring that safeguarding, wellbeing and
professional development are prioritised. Leaders maintain appropriate expectations for staff
and foster a culture of teamwork, trust and continuous improvement that supports children
and families.

What it's like to be a child at this setting
Children start each day with a calm, warm welcome from familiar staff. This helps them feel
safe and ready to learn. Even the youngest children settle quickly. They demonstrate this as
they beam at staff and crawl over to be close by them as they play. Children demonstrate
confidence and a sense of belonging.
Children enjoy activities that spark their curiosity and encourage exploration. Pre-school
children are fascinated as they mix items together, creating a chemical reaction. They
delight as the mixture foams and bubbles. Staff encourage children to listen as the mixture
'pops' and 'fizzes'. They introduce new and descriptive language, which children copy.
Generally, children follow established routines. However, occasionally, children are not
guided to know what is expected of them and they are less sure of what to do for a short
time.
Inclusion is a strength of this nursery. Staff use clear language, gestures and visual prompts
so every child can join in and feel successful. These strategies support children with special
educational needs and/or disabilities to take part fully and thrive. Children's progress is
further supported through strong partnerships with parents. Staff create home learning bags
and offer stay-and-play sessions for parents, sharing resources and ideas for children's
learning. This helps children benefit from consistent learning between nursery and home. All
children make steady progress and are prepared for the next stage in learning.
Staff generally demonstrate high-quality interactions. They position themselves at children's
level and model wanted behaviours, such as turn-taking. This helps children to develop
positive behaviours and social skills. However, leaders have identified that, on occasion,
some staff's interactions are not as purposeful as others. They offer coaching and support to
embed consistently high-quality interactions throughout the setting.
Leaders prioritise outdoor learning and physical opportunities for all children. Children learn
that exercise is good for their bodies. They enjoy physical challenges where they stretch,
bend and balance. Children make continual progress in their physical development, and
they begin to build their knowledge about healthy lifestyles.
Next steps
Leaders should consider ways to strengthen routines, so that children are supported to
know the expected behaviours and remain engaged in purposeful learning throughout
their day.
About this inspection
The Inspector spoke with leaders, staff, the special educational needs coordinator, parents
and children during the inspection.

Inspector:
Lynn Richards
About this setting
Unique reference number (URN): EY437225
Address:
110 Sydney Road
CREWE
CW1 5NF
Type: Childcare on non-domestic premises
Registration date: 21/10/2011
Registered person: Kids Planet Day Nurseries Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30
Local authority: Cheshire East
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 19 February 2026
Children numbers
Age range of children at the time of inspection
0 to 4
We carried out the inspection under section 49 and 50 of the Childcare Act 2006 on the
quality and standards provision that is registered on the Early Years Register. The registered
person must ensure this provision complies with the statutory framework for children's
learning, development and care, known as the early years foundation stage.

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
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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