Kids Planet Macclesfield

Kids Planet Macclesfield
Unique reference number (URN): 2593049
Address: Bennett House, West Park Drive, MACCLESFIELD, Cheshire, SK10 3GP
Type: Childcare on non-domestic premises
Registered with Ofsted: 13/05/2020
Registers: EYR, CCR, VCR
Registered person: Kids Planet Day Nurseries Limited
Inspection report: 24 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 achieve well from their starting points. They are able to pay attention and focus
during activities. Children develop coordination and control over their bodies through
physical games. They show increasing levels of confidence. Children typically persist at
activities. For example, they spend time learning how to operate cause-and-effect toys.
Children develop language to enable them to express their needs and feelings. For
example, children share that they are excited during story time. Older children are confident
to share their thinking and ideas with their peers and staff.
Children with special educational needs and/or disabilities, and those with barriers to their
learning experience success. They enjoy exploring with materials and build secure
relationships with staff. Children with SEND have the support in place ready to move on to
school. This ensures that times of change do not impact on children's continuing progress.
Behaviour, attitudes and establishing routines Expected standard
Leaders and staff promote children's regular attendance with parents and carers. They have
clear expectations of behaviour and work in partnership with parents. Leaders and staff
have strengthened the routines in the setting. They create calm and inviting mealtimes for
children that meet their developmental needs. For example, younger toddlers eat lunch first,
while older toddlers continue to play. Staff typically support children to develop their
independence during routines. For example, staff support children to serve their own food at
mealtimes.
Staff are kind and caring towards children. They support children to engage and play well
with each other. Staff acknowledge children's attempts and achievements such as when
building a tower out of blocks or when making cars from wood. Staff play alongside children.
They have positive interactions and show enjoyment in play. This means that children
develop positive attitudes to learning.
Staff know children well and adjust routines to meet individual children's needs. They
effectively support children to manage their behaviour. For example, staff promote yoga
activities and sensory experiences to help children to regulate their own emotions. Staff
promote turn-taking with equipment and resources. As a result, children behave well and
know what is expected of them.
Children's welfare and wellbeing Expected standard
Leaders have established an effective key-person system that meets children's unique
needs. Staff build warm relationships with children and parents and carers. They support
children's physical and emotional wellbeing. For example, staff acknowledge children's
feeling and offer support and comfort. Staff engage positively to meet children's individual
needs. For example, staff support children with special educational needs and/or disabilities

to engage in routines such as toileting. This means that children are happy, settled and
actively engaged in learning.
Staff support children to take appropriate risks through outdoor play. For example, babies
push trolleys uphill and older children create obstacles using planks and crates. Staff
support children to understand the importance of being healthy. They talk about healthy food
during mealtimes. Staff provide lots of opportunities for children to be physically active. For
example, staff take children on regular trips to local parks where they can run and climb.
Staff talk to children about the importance of following good hygiene practices. They
encourage and support children to wash hands before any meals. Staff support children to
be increasingly independent during self-care routines.
Curriculum and teaching Expected standard
Leaders have a clear understanding of child development and how to support children's
learning. They implement a curriculum that typically builds on children's knowledge and
skills and use children's interests to weave learning through play. For example, staff
recognise children are learning about caring for others when they play hospitals with dolls.
They provide cloths and water to bath the dolls, to extend their learning.
Leaders and staff ensure that children have secure foundations in communication and
language and physical skills. For example, staff promote toddlers hand-eye coordination and
balance through obstacle courses and throwing balls into nets. Staff talk, sing and read
stories to children. They read familiar stories to children who repeat phrases with
excitement. Staff explicitly teach maths to children. They support children to create 'worms'
in play dough and measure how long they are. Staff teach children about feelings and
emotions. Children are confident to talk about how they are feeling. They look at books and
talk about what makes them happy.
Staff support children with special educational needs and/or disabilities by adapting activities
to meet children's individual needs. They use visual cards, repetition and model short clear
sentences to support children's communication and language skills. Staff support those who
are disadvantaged through regular trips into the community. This supports children to
understand the world around them.
Inclusion Expected standard
Leaders have a clear process to identify children's needs. They ensure that children with
special educational needs and/or disabilities (SEND) receive individualised support. Leaders
and staff put plans in place to support children's development. Staff monitor children's
progress through ongoing observations, assessments and regular reviews of individual
support plans. As a result, children make steady progress towards their goals. Staff adapt
teaching practices to meet the individual needs of children. For example, staff support
children with SEND to re-engage in activities by offering calming experiences such as play
dough.
Leaders and staff support children who are disadvantaged or face barriers to learning. They
work together to support vulnerable parents and carers. Leaders and staff work effectively

with external professionals to ensure a consistent approach to supporting children's
development. For example, staff provide parents with information about the services
available in their community. Leaders and staff effectively support children who are
disadvantaged. They use additional funding to support children's learning and development.
For example, staff buy large books to support children's communication and language skills.
Leaders and staff use funding to remove barriers to children's learning. For example, they
purchase items to support children and their parents to access the community.
Leadership and governance Expected standard
Leaders are passionate and committed to providing high-quality education and care for
children. They work closely with the long-standing staff team to support them in their roles.
Staff value the frequent supervisions and support for their wellbeing. However, leaders do
not consistently implement coaching and mentoring practices for some staff. They do not
always provide staff with the direct feedback to help improve their practice. For example,
staff do not receive clear feedback in the moment that recognises strengths and supports
them in their areas of development.
Leaders ensure that all staff complete training that effectively supports them. Staff are happy
and enjoy their work. They take part in a thorough induction process that provides them with
a secure base to build their knowledge. However, at times, staff do not recognise how to
best support children's engagement in learning. Therefore, occasionally, this impacts on
children's engagement in activities.
Leaders have a clear understanding about the community and their needs. They purchase
resources and materials to meet the needs of children. Leaders and staff work well with
other professionals. They utilise their knowledge and guidance to provide specific support
for children who are disadvantaged, or who have special educational needs and/or
disabilities. They utilise the local community to support children's understanding of the world
and their place in it. For example, staff take children on regular outings to the fire station,
forest and museums. Leaders and staff work in partnership with parents and carers. They
ensure that parents feel secure and confident that their children receive appropriate support
and care.

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 experience a warm and caring environment. They build secure relationships with
staff and their peers. Children show a secure sense of belonging in the setting. They play in
small groups and work well together. For example, children build a high tower from blocks,
they take turns and share their ideas and thoughts. Children explore through touch. They
clap their hands in cornflour and squeeze play dough into different creations. Children
benefit from opportunities to develop their physical skills. They create obstacle courses
using planks and tyres, and carry rubber wheels uphill to roll them down. Children develop

Inspectors:
Anna Marshall
Luke Heaney
About this setting
Unique reference number (URN): 2593049
balance and coordination. They show increasing levels of confidence and ability to
concentrate on their learning.
Children with special educational needs and/or disabilities, and those who are
disadvantaged are supported well. They actively take part in singing and stories to develop
their language and communication skills. For example, toddlers sing nursery rhymes in
small groups and share stories with their key person. Children develop a love of maths.
They learn about numbers through measuring with play dough and creating number lines.
Children benefit from regular trips into the community. Staff use these trips to enhance
children's life experiences. For example, children visit the local fire station and forest; they
learn about the roles of people who help us and nature. Children thrive as staff work in
partnership with parents and carers. They receive tailored support to enable them to
achieve. Children's learning is prioritised by staff who promote their attendance.
Next steps
Leaders should strengthen coaching and mentoring processes to support staff's ongoing
practice.
Leaders should effectively deploy staff to ensure that children experience high-quality
teaching.
About this inspection
The inspectors spoke with leaders, practitioners, the special educational needs coordinator,
and parents 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.

Address:
Bennett House
West Park Drive
MACCLESFIELD
Cheshire
SK10 3GP
Type: Childcare on non-domestic premises
Registration date: 13/05/2020
Registered person: Kids Planet Day Nurseries Limited
Register(s): EYR, CCR, VCR
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 24 July 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
196
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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