Kids Planet Audenshaw

Kids Planet Audenshaw
Unique reference number (URN): 2739914
Address: Mount Pleasant Street, Audenshaw, Manchester, M34 5XX
Type: Childcare on non-domestic premises
Registered with Ofsted: 02/08/2023
Registers: EYR, CCR, VCR
Registered person: Kids Planet Day Nurseries Limited
Inspection report: 21 July 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 who face barriers to their learning and/or wellbeing make steady and sustained
progress, particularly in their social interactions and communication. For example, children
learn to play alongside their friends. Babies babble happily with staff. This helps them to
develop an understanding of two-way conversations. They are confident to make their
wishes and feelings known, for example, when they need a drink or snack.
Older children develop independence as they see to their own toileting needs and serve
themselves at lunchtimes. They confidently use a range of tools, such as ladles to serve
food items and jugs to pour water. These skills help children to develop a 'can-do' attitude
and build on their confidence, resilience and self-esteem.
Babies are curious learners. Older children concentrate well as they practise hitting the ball
with a bat. Children are able to concentrate on tasks and are building the foundation for
future learning.
Behaviour, attitudes and establishing routines Expected standard
Leaders and staff create a positive culture in which children and babies can grow and
develop. They set age-appropriate expectations for children's behaviour. Clear, established
routines enable all children, including those with special educational needs and/or
disabilities, to know what is happening now and next. As a result, children are happy and
settled in the setting. This is further supported by the warm, caring relationships staff
develop with all children.
Staff role model expected behaviours, such as using polite manners, and they consistently
praise positive behaviour. Children learn from a young age to take turns and to listen to their
friends and others. They play collaboratively with their friends and share resources. Children
are kind. For example, they offer to pour their friends' drinks. Children become interested
and eager learners. This is because of the intentional learning that captivates their interests.
Children learn to keep themselves safe. They know to hold on to the coloured rope as they
go outdoors and remind their friends to hold the handrail as they go up and down the stairs.
The setting's positive relationships with parents ensure that families feel welcomed and
valued. This inclusive approach supports children's regular attendance, forming positive
habits for the future.
Children's welfare and wellbeing Expected standard
Leaders and staff develop warm, trusting and caring relationships with the babies and
children. Babies approach staff for comfort and reassurance when new people are in the
room. Staff work with parents to establish babies' sleeping, weaning and feeding routines.
This helps children develop secure attachments and promotes their health and wellbeing.
Staff know children well, including those with special educational needs and/or disabilities,

and generally respond appropriately to changes in children's emotions and needs. This
helps children to feel valued and respected.
Risk assessments are implemented well. Children are supervised when eating and sleeping,
and this helps to keep them safe. In addition, staff use these opportunities to talk to children
about healthy eating and the importance of good oral health. Children understand the
importance of washing their hands at appropriate times. Furthermore, discussions around
food allergies or intolerances help children to understand what they can and should not eat.
This builds children's resilience. Children enjoy the opportunities to practise walking along
the wobbly plank and using bats and balls. These experiences enable children to develop
good habits for life that support their health and wellbeing.
Curriculum and teaching Expected standard
Leaders and staff have carefully considered the curriculum and have made significant
changes since the previous inspection. For example, the reorganisation of the 2 pre-school
rooms has had a positive impact on children's ability to engage in their learning. Effective
oversight of the curriculum means leaders are able to identify gaps and take action to
address this. However, some gaps remain in the curriculum for outdoor play. This means
that, on occasion, some children are not fully engaged in their learning.
Leaders and staff place a key focus on supporting children's communication and language
skills. However, on occasion, staff do not model the correct use of language. In addition,
some conversations are stilted. This does not help children to develop an understanding of
two-way conversations. Stories, and songs permeate throughout the setting. Older children
joyfully sing, 'We will, we will, rock you.' Children demonstrate sound physical skills, such as
balance and coordination, while playing outdoors. They show a love for outdoor learning.
Babies enjoy scooping and pouring sand, which helps develop the hand control needed to
feed themselves.
The teaching of mathematics is generally well established. Older children are confident to
count independently and recognise numbers in the environment. Staff provide opportunities
for children to see and hear numbers and to count. For example, staff count '1, 2, 3' before
encouraging children to roll the ball to each other. Staff introduce new concepts, including
mathematical ideas related to size, which help children to develop their vocabulary.
Inclusion Expected standard
Leaders have ambitious expectations for all children. They have carefully considered the
environment and made effective adaptations to ensure all children are included and feel
valued. Staff have received training that enables them to quickly identify and assess each
child's needs.
Leaders and staff correctly identify when children may need additional support and make the
appropriate referrals to partner agencies. Leaders and staff collaborate with parents to
create bespoke plans that celebrate the uniqueness of each child to support them. Leaders
and staff meet regularly to discuss the progress children are making and to consider the
effectiveness of the plans in place for them. Additional funding is used well, for example, to

provide one-to-one support. Ultimately, these interventions are helping to narrow the gap in
children's learning.
Support for children who speak English as an additional language remains a strength. Staff
work in partnership with parents to support children's acquisition of language. As a result, all
children make steady and sustained progress.
Leadership and governance Expected standard
Leaders have carefully considered the outcomes at the previous inspection and have taken
swift and decisive action. Staff wellbeing is prioritised. Staff comment positively on the
training, development and support provided. They talk enthusiastically about the changes
made and the beneficial impact on the children's care and education. Overall, staff have a
clear understanding of their roles and responsibilities. Leaders and staff have a better
understanding of children's individual starting points, the range of educational needs and
any barriers they may face to their learning. Leaders are reflective and ambitious and
demonstrate a commitment to continuous improvement for all staff and children. This helps
them to respond quickly to any gaps in practice.
Leaders and staff work collaboratively to support all children, including those with special
educational needs and/or disabilities or those who have other barriers to learning. Funding
is used wisely to bring about the best possible outcomes for children and to narrow any
gaps in their learning. Partnerships with parents are effective. Parents feel included in their
children's care and speak positively about the nursery and staff.
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, including those with special educational needs and/or disabilities, are provided
with a welcoming and safe environment. This inclusive setting celebrates the uniqueness of
children and staff. Leaders and staff work tirelessly to overcome barriers that may impact on
children and/or staff. Children enter happily and call out greetings to their friends and staff.
Children and babies are confident to explore and engage in their activities. Children benefit
from warm relationships with staff who genuinely care about them. Children feel safe and
secure and readily approach staff for comfort when they are feeling unsure. Babies enjoy
the opportunities to sit and read stories with staff. Children who are settling into the nursery,
or a new room, are provided with reassurance and lots of cuddles. This helps them to settle
into the new routines.
Children's attendance is carefully monitored. Leaders and staff have positive relationships
with parents. This enables them to intercede and provide bespoke plans and support. In
addition, they are able to signpost families to other professionals when needed to help
mitigate any barriers to learning or engagement.
Staff have appropriate aspirations for children and want them to succeed. Children are
provided with a high level of support, which builds their confidence and self-esteem.
Children are confident to express their preferences. Babies point and gesture to articulate
that they want a drink. Children are increasingly independent. They serve themselves at
lunchtime and enjoy the opportunities to explore the natural environment. They are
encouraged by staff to take appropriate risks. Children learn about different cultures and
beliefs as well as exploring the wider world. This helps them to learn about tolerance and
respect for others. Children, including those with special educational needs and/or
disabilities, develop confidence in their own abilities. They develop the skills that they need
to move on to the next stage in their learning.

Inspectors:
Chris Scully
Laura Farrell
About this setting
Unique reference number (URN): 2739914
Address:
Mount Pleasant Street
Audenshaw
Manchester
M34 5XX
Type: Childcare on non-domestic premises
Registration date: 02/08/2023
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: Tameside
Next steps
Leaders should ensure that staff consistently model the correct use of language and
provide opportunities for children to develop an understanding of two-way conversations.
Leaders should strengthen the curriculum for outdoors to provide more focused learning
experiences.
About this inspection
The inspectors spoke with the manager, area manager, children's director, early years lead,
special educational needs coordinator, staff, children 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.

Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 21 July 2026
Children numbers
Age range of children at the time of inspection
0 to 10
Total number of places
102
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.
If you would like a copy of this document in a different format, such as large print or Braille,
please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk.
You may reuse this information (not including logos) free of charge in any format or medium,
under the terms of the Open Government Licence. To view this licence, visit
www.nationalarchives.gov.uk/doc/open-government-licence, write to the Information Policy
Team, The National Archives, Kew, London TW9 4DU, or email:
psi@nationalarchives.gsi.gov.uk.
This publication is available at https://reports.ofsted.gov.uk.
Interested in our work? You can subscribe to our monthly newsletter for more information
and updates: http://eepurl.com/iTrDn.
Piccadilly Gate
Store Street
Manchester
M1 2WD
T: 0300 123 1231
Textphone: 0161 618 8524
E: enquiries@ofsted.gov.uk
W: www.gov.uk/ofsted
© Crown copyright 2026
© Crown copyright