Kids Planet Sutton

Kids Planet Sutton
Unique reference number (URN): 2848651
Address: 483 Leads Road, Sutton-on-Hull, Hull, HU7 4XT
Type: Childcare on non-domestic premises
Registered with Ofsted: 02/07/2025
Registers: EYR
Registered person: Kids Planet Day Nurseries Limited
Inspection report: 15 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.

Strong standard
Achievement Strong standard
Children make rapid progress and achieve consistently well across all areas of learning. All
children, including those with special educational needs and/or disabilities and those known,
or previously known, to social care, show sustained focus and positive attitudes to learning.
Children demonstrate confidence in accessing activities independently and ask for help
when needed.
Children build strong relationships with their peers. Children learning to share and take turns
build excellent emotional resilience and empathy. All children thrive in the language-rich
environment and older children participate in interesting conversations with their friends.
Babies explore books with confidence and move their bodies to familiar songs and rhymes.
Children are developing their physical skills. Babies show confidence in crawling and
cruising around furniture. Toddlers are walking confidently and older children engage
enthusiastically in sports coaching sessions. Children learn in a calm atmosphere and have
ample time to process new challenges and experiences and embed their knowledge and
understanding. Children are very well prepared for the next stage in learning.
Behaviour, attitudes and establishing routines Strong standard
Children have excellent attitudes to their own learning, including those who face barriers to
their learning. They show independence, confidence and a willingness to try new activities
and experiences. This strongly helps to prepare children to be curious learners and be ready
for the next stage in their education, such as going to school.
Children interact kindly with each other and demonstrate positive behaviours. They take
turns and learn to share toys and resources with each other. Staff are positive role models.
They are respectful and gentle, and this has a positive impact on how children behave
towards each other and the environment. There are highly effective routines in place, which
help children to understand boundaries and what is expected of them. This approach means
that children know what is about to happen next and they can move with ease between
activities and daily routines. Staff teach children to take responsibility and understand the
consequences of how their actions impact others. Consequently, children are respectful and
helpful.
Leaders ensure that parents understand the importance of regular attendance. They work
alongside parents to suggest ways to remove barriers to regular and timely attendance. As a
result, children attend regularly and on time.
Children's welfare and wellbeing Strong standard
Leaders are thorough and rigorous in their approach to risk assessments, which are
consistently reviewed and refined to prioritise children's welfare and wellbeing. Staff have a
precise knowledge and understanding of the children. They build highly-trusting

relationships and regularly ask children how they are feeling. For instance, children who are
upset are promptly given the support and care they need to recognise and manage their
emotions.
Staff successfully encourage children's independence skills. For example, children are
highly self-sufficient in dressing and undressing when transitioning between indoor and
outdoor play. Older children confidently serve their own lunch meals and proficiently use a
knife and fork. While eating, staff closely supervise and help children to understand the
benefit food has for their bodies through impactful conversations. This creates a solid
foundation for adopting healthy habits. Staff vigilantly ensure children's dietary requirements
are closely followed, while ensuring a balanced diet. A coloured plate system and
individualised information cards on chairs support newer staff to learn systems quickly and
effectively.
Individualised consideration is given to settling new babies and children. Leaders and staff
make every effort to provide children with a calm and positive early experience. For
example, if children become upset, staff offer caring support and read a book until they feel
more settled. Parents express full confidence in staff's care, noting that they understand
their child's routines, preferences and needs. Leaders and staff consistently ensure that
each child, including those with special educational needs and/or disabilities and those
known or previously known to social care, feels safe, valued and supported, reinforcing
children's deep sense of belonging.
Inclusion Strong standard
Leaders value and understand children's uniqueness. This ensures all children, including
those facing barriers to their learning, consistently thrive in their care. Leaders address the
needs of children with focus and passion. They identify gaps in knowledge and respond to
barriers to learning promptly. Interventions are implemented effectively so learning remains
focused and supportive for each child, including those children with special educational
needs and/or disabilities and those known, or previously known, to social care.
Leaders liaise with a range of external professionals and assign personalised time for
children who require additional support. Leaders' knowledge and understanding of how best
to utilise external professional support is evident. This builds trust, shared understanding
and support, which is significantly praised by parents. Leaders use their knowledge of
children's interests to ignite their curiosity as they access provision and play. All children
benefit from rich, tailored experiences and opportunities that are inclusive of their individual
needs.
Leaders and staff apply robust assessment consistently and impactfully. For example,
additions to provision are intrinsically linked to children's interests so those who face barriers
to learning engage with high levels of focus. Staff systematically adapt activities to bespoke
next steps, so children are successful. All children make rapid progress across their
development, reflecting the success of this inclusive approach.

Expected standard
Leadership and governance Strong standard
Leaders have an extremely clear understanding of their setting and skilfully identify future
areas for sustained improvement. Staff benefit from a regular programme of training and
peer mentoring, observation and support. Leaders' consistent focus on staff's skill has
strengthened teaching across the setting. All staff feel that they are able to share feedback,
and they are all dedicated to the ongoing development of the nursery. Leaders highly
prioritise staff wellbeing and support. Staff report that they are very well supported and
listened to. They value the wider support from the company, such as the wellbeing support
number. Leaders ensure that staff continually develop and sustain a high level of skill that
strengthens children's experiences.
Leaders and staff engage very well with parents and families. They support the families of
children in their care in every possible way. For example, they provide home learning
resources, tooth brushing packs and fresh fruit to take home. Parents consistently report
that they feel extremely well supported by the setting. They value the high level of support
that they are able to access for any parenting challenges that they may face.
Curriculum and teaching Expected standard
Leaders have designed a sequenced curriculum that builds on what children already know
and can do. They use assessment effectively to determine children's next steps in their
learning and development. The curriculum is inclusive and adapted to meet children's
individual needs, taking account of their age, stage of development and starting points. Early
mathematics is woven into daily activities. For example, as very young children find the
frogs in the water, staff use warm, caring interactions to count aloud so children hear and
begin to understand number. Leaders have identified that because some staff are quite new,
there are occasions when teaching is not yet consistently extended to a high level. That
said, leaders do work very closely with staff to help further their teaching skills and
confidence.
Communication and language is well supported as staff model sounds and words with
babies during play, encouraging repetition and giving them time to respond. Staff promote
toddlers' personal, social and emotional development through story times and play where
they learn simple sign language to express their emotions. Staff typically deliver high-quality
experiences and opportunities for children through clear explanations, modelling and
effective questioning. They adapt activities to be inclusive, so all children take part, stay
engaged and make progress.

What it's like to be a child at this setting
Every child, and their family, is fully supported by leaders and staff to ensure that they can
thrive. Children benefit from a curriculum that is broad and balanced and supports children's
curiosity. Children settle quickly into the warm and welcoming environment. They attend
regularly because parents are aware of the importance of regular and timely attendance.
Older children engage in forest school activities. They explore wooden discs, which they
create medals with linked to their interests in sport and the world cup. Staff encourage
children to explore their individual creativity and support them to safely handle tools such as
hammers, screwdrivers, and scissors.
Children build strong bonds with staff. All children, including babies, demonstrate that they
feel confident and safe and are able to express their needs. Staff respond warmly to the
children and provide a caring response to their needs. They give children plenty of time to
respond during discussions. This gives children the opportunity to voice their opinions and
feel valued and listened to. Children develop friendships with other children and learn how to
cooperate with others. They are kind and thoughtful and eagerly call their friends over to
play.
Children successfully develop their self-care and independence through everyday routines,
such as handwashing, toileting and using cutlery to cut up their food. This helps children
gather the skills they need for future learning, such as when going to school. Children with
special educational needs and/or disabilities make rapid progress from their starting points.
Staff ensure that the curriculum is adapted so that all children can access experiences that
they may not have previously benefited from.
Staff are committed to providing the appropriate support for those children who face barriers
to their learning. They adapt activities and routines to ensure that all children can have the
opportunity to learn through a large range of activities. Staff are mindful that changes in
routine can affect children's behaviour. They explore any changes and how children are
feeling, providing visual cues so that children understand what is happening next. Staff play
alongside children, giving gentle guidance and reassurance and promoting children's
resilience in their play.
Next steps
Leaders should continue to strengthen staff knowledge and skills around the curriculum to
consistently ensure high-quality teaching.

Inspector:
Rachael Barrett
About this setting
Unique reference number (URN): 2848651
Address:
483 Leads Road
Sutton-on-Hull
Hull
HU7 4XT
Type: Childcare on non-domestic premises
Registration date: 02/07/2025
Registered person: Kids Planet Day Nurseries Limited
Register(s): EYR
Operating hours:
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 15 July 2026
Children numbers
About this inspection
The inspector spoke with leaders, staff, 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.

Age range of children at the time of inspection
0 to 4
Total number of places
87
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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