Kids Planet Mapperley

Kids Planet Mapperley
Unique reference number (URN): 2833566
Address: Kids Planet Day Nurseries, 145 Woodthorpe Drive, Mapperley, Nottingham, NG3 5JL
Type: Childcare on non-domestic premises
Registered with Ofsted: 06/03/2025
Registers: EYR, CCR, VCR
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.

Expected standard
Achievement Expected standard
Typically, children make expected progress in their learning and development. Children with
special educational needs and/or disabilities (SEND) generally learn how to express
themselves with the use of gestures and visual aids. Children with SEND receive the
support they need to make progress. This is achieved through targeted support and positive
interactions from staff who know their needs well. Children develop a range of skills.
Children develop their physical skills well. For instance, babies pull themselves up and learn
how to climb small steps. Older children move on bicycles in the garden. Children show
confidence as they explore and make choices in their play. They develop their speaking
skills as they repeat words and phrases. Children take part in meaningful conversations as
they play alongside their friends. This helps them to develop new language to prepare them
for the next stage in their education. As a result, children make progress from their starting
points.
Behaviour, attitudes and establishing routines Expected standard
Leaders have worked diligently since the last inspection to develop positive routines for
children. They acknowledge that these changes are beginning to have a positive impact on
children's experiences. Children follow the embedded routines well, for example when
getting their coats and shoes ready to go outside. Furthermore, they enjoy the responsibility
of carrying out tasks such as tidying away toys.
Staff are generally consistent with rules and boundaries for children. They support children
to resolve conflicts through talking and using gentle reminders. For example, when children
choose the same chair, staff remind them to take turns, supporting them to overcome
conflict. Children with special educational needs and/or disabilities receive support to
understand the rules and routines with the help of visual aids. Typically, children respond
well to the rules and boundaries in place. However, staff do not consistently support children
to think about why the rules are needed and the possible consequences of not following
them. This results in children not consistently learning ways to keep themselves safe.
Leaders work with families to promote the importance of positive levels of attendance. They
understand the value of ensuring that all children, including those with identified barriers, are
able to attend the setting. This helps children to benefit from the curriculum and learning
opportunities provided.
Children's welfare and wellbeing Expected standard
Settling-in sessions support children's welfare. Children benefit from individualised settling-in
sessions to help them feel safe. Leaders and staff work with families to understand
children's individual routines and health needs. Children develop close bonds with their key
persons, who know their individual needs well. Children seek out staff for cuddles and
reassurance when needed. This successfully promotes children's welfare.

Staff provide children with a range of balanced and healthy meals. Staff encourage
conversations during mealtimes to promoting children's knowledge and understanding of the
benefits of eating healthy vegetables and leading active lifestyles. For instance, children
enjoy daily opportunities to go outdoors where they play chase with their friends. Staff
ensure all children, including those with barriers to their learning, receive support to
understand the impact exercise has on their bodies. Children learn the benefits of exercise
and keeping fit.
Staff generally support children's independence skills well. They have a clear understanding
of the setting's curriculum to promote this. For example, all children, including young
children, receive support to develop their physical skills at mealtimes, such as serving
themselves and pouring their own drinks. These skills develop as children transition through
the setting, building on their self-care skills well.
Curriculum and teaching Expected standard
Leaders have an accurate understanding of the curriculum in the setting. Staff understand
the importance of sequencing children's learning. For example, younger children learn how
to self-serve at mealtimes to get ready to move up to the next room. However, some
children do not consistently benefit from staff deploying themselves to extend their learning
during their play. For example, staff sometimes focus their attention more on activities with
some children. This occasionally means that, during free play, not all children have their
learning extended.
Staff provide children with a wide variety of learning experiences that capture children's
interests. For example, they plan trips to the local park to spark children's interest in bugs.
Staff provide children with opportunities to develop their physical skills as they use a range
of tools to scoop soil when they search for bugs. Overall, staff know children well and use
this knowledge to adapt activities to develop their learning. However, the teaching of
mathematics is not yet consistent across the setting. Some staff do not consistently provide
children with opportunities to extend their learning further. For example, staff do not
consistently support children to point to objects as they count to help children to correctly
identify quantities.
Children enjoy sharing stories with staff, and babies smile and giggle as they explore
different textures on the page. Staff introduce new vocabulary, such as 'grasshopper', which
children copy. They sing a range of songs and nursery rhymes with children, which supports
their communication and language. Families have the opportunity to borrow books from the
setting to share with their children at home.
Inclusion Expected standard
Leaders have a clear understanding of how to identify children who may need additional
support to reach their full potential in their learning and development. This is achieved
through observations and tracking children's development with assessments. This results in
barriers to children's learning being identified quickly and children receiving the support they
need. The setting provides a range of strategies to support children with special educational
needs and/or disabilities (SEND). For example, staff wear pictures of emotions on lanyards
to enable children to show them how they are feeling.

Leaders use additional funding to provide children with targeted support and resources to
increase their engagement. Children benefit from purposeful high-quality interactions from
staff. They use clear and repetitive language to support children's understanding and
expectations. This results in children being calm, engaged and responsive to staff.
Generally, children with SEND make expected progress in their learning and development.
Leaders work well with other professionals, make timely referrals and provide relevant
reports to support outcomes for children in their care.
Leadership and governance Expected standard
Leaders are passionate about the care and education they provide. They have been
committed to making changes since the last inspection. Leaders acknowledge that there are
still areas to develop. Staff report that they feel supported by leaders and their wellbeing is
considered. Since the last inspection, they have received training to support their
interactions and practice with children. This has raised staff's confidence in providing
engaging learning opportunities and positive interactions with children. This has been
achieved through regular supervision meetings, peer observations and targeted training for
staff. However, leaders have not consistently targeted support for staff around helping
children to understand the consequences of their behaviour. Staff have received support to
develop their knowledge and skills in planning a range of engaging activities for children and
their next steps in learning.
Leaders and staff form positive relationships with parents and carers. Parents speak
positively about the care the setting provides. Leaders and staff provide regular parents'
meetings to discuss and celebrate children's learning and development progress. Therefore,
parents feel fully informed about their children's learning. Staff offer ideas to support
children's personal care at home, including toilet training and dental hygiene. This helps to
provide continuity between home and the setting.
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 are settled and happy at this nurturing setting. Children have secure relationships
with staff. They demonstrate that they feel safe and secure. Transitions when children join
and throughout the setting are well thought out to support children's wellbeing. Staff know
children extremely well. They provide them with a range of activities that capture their
interests and help them to progress from their starting points in learning. For example,
young children develop their physical skills, such as when they use tools to scoop, tip and
pour water as they explore fruit and make water potions.
Children happily play alongside their friends. They confidently share their ideas and feelings
as they make pretend faces with play dough. Children learn about their emotions and what
makes them happy. Staff promote the curriculum to support children's physical development
well. Children show resilience and perseverance as they play with tools in sand. As children
find this tricky, staff are positive role models, showing children how to do it and praising their
achievements. This promotes children's confidence and self-esteem.
Generally, children behave well and have positive attitudes to their learning. Children show
kindness to each other as they share toys and work as part of a team to tidy away. Children
enjoy listening to a range of stories with staff and their friends. They join in with repeated
phrases and show their previous learning as they name characters. Younger children enjoy
feeling different textures in familiar storybooks. Children develop a love of books.
Leaders and staff work closely with parents and carers and develop positive relationships
with them. They ensure parents understand the importance of regular attendance to
promote children's learning and development. Children with special educational needs

Inspectors:
Emma Curry
Teresa Lester
About this setting
Unique reference number (URN): 2833566
Address:
Kids Planet Day Nurseries
145 Woodthorpe Drive, Mapperley
Nottingham
NG3 5JL
Type: Childcare on non-domestic premises
Registration date: 06/03/2025
and/or disabilities or children who face barriers to their learning receive targeted support
with their learning and development. Leaders and staff adapt activities to support children's
developing needs. The use of visual aids allows children to make choices in their play.
Next steps
Leaders should support staff to understand how to deploy themselves more effectively to
extend all children's learning in their play.
Leaders should support staff to develop their teaching of mathematics, helping children to
link number and numerals to amounts.
Leaders should support staff to support children's understanding of how to keep
themselves safe and the consequences of their behaviour.
About this inspection
The inspectors spoke with leaders, staff, the special educational needs coordinator, children
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.

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: Nottinghamshire County 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
Age range of children at the time of inspection
0 to 4
Total number of places
90
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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