URN 2495358 · Inspected 2026-07-09 · Published 2026-09-02 · Inspector: Michelle Highcock
Kids Planet Wavertree Unique reference number (URN): 2495358 Address: 92 Heathfield Road, Wavertree, Liverpool, Lancashire, L15 9HA Type: Childcare on non-domestic premises Registered with Ofsted: 17/08/2018 Registers: EYR Registered person: Kids Planet Day Nurseries Limited Inspection report: 9 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 Expected standard Inclusion Strong standard Leaders and staff swiftly identify children's needs and make provisions to implement support in a timely manner. They have robust procedures in place to ensure children have regular assessments to enable staff to identify any gaps in their learning. They devise individual education plans to support children with special educational needs and/or disabilities (SEND). This helps staff to build on children's starting points and encourage them to achieve their goals through well-planned activities and adaptations. Staff adapt activities to reduce barriers for children with SEND and those who face barriers to their learning. They have high expectations for all children and plan appropriately for their ongoing learning. Leaders utilise additional funding to help to meet children's individual needs. For example, they purchase specific equipment to help support children's physical development. This is done in conjunction with parents to ensure the children's individual needs are met. Leaders rigorously monitor how this money is spent and the impact it has on children's learning. They work closely with parents and other agencies to ensure smooth transitions. Parents are fully involved in decision-making and know what support and interventions are in place for their child. Achievement Expected standard All children make steady progress from their starting points and typically achieve well. They access a wide range of age-related activities and opportunities to help them to achieve the next stage in their learning. They enjoy exploring and are motivated and confident to try new things. For example, children develop effective communication skills through stories, songs and conversations during play. They communicate well with others, sharing their needs and ideas. Children enjoy exploring books, joining in with familiar songs and taking part in imaginative play. Children develop mathematical understanding as they count and explore number. Children develop physical skills through outdoor play, where they build confidence as they climb, balance, run and explore. They have opportunities to develop some skills throughout the day to promote their independence. For example, they feed themselves, self-serve meals and snacks, and help to set the table. However, on occasion, some routines such as tidy-up time are not consistently utilised as opportunities for developing skills they will need as they continue their learning. On the whole, children are prepared for the next stage in their learning, such as the transition to school. Behaviour, attitudes and establishing routines Expected standard Children generally behave well. They show respect for the staff and their peers and learn to share and take turns. They develop positive relationships with others and are confident and motivated to explore. Staff provide a warm and caring environment where children build relationships with familiar adults. Children are happy, settled and emotionally secure. Routines and transition times are typically well embedded, which helps children to feel safe and develop a sense of belonging. However, on occasion, transition arrangements around lunchtimes are not always well planned, with children sometimes waiting for meals to be served, which causes children to become restless. Leaders have effective procedures in place for monitoring attendance, and staff follow up on children's absences to help ensure children remain safe. They work closely with parents to build strong relationships to ensure a positive attitude to attendance and collaboration. Staff typically model the importance of treating others with kindness and respect and are positive role models. However, they do not consistently model and promote good manners during mealtimes. This means children do not always have opportunities to learn from respectful communication. Children's welfare and wellbeing Expected standard Interactions are sensitive to all children's needs and wants. Babies feel confident with their key person and have formed clear and strong bonds that make them feel safe and happy. Staff know the children well and support their emotional development and wellbeing by establishing warm and positive relationships with their key person. This means that children form secure attachments. Leaders and staff provide daily opportunities for children to develop an understanding of the importance of being physically healthy. They have many opportunities to be active during the day and benefit from healthy and balanced meals and snacks. Children learn about oral health and how to keep their teeth clean and healthy, as well as developing independence in handwashing and self-care. Leaders and staff create an inclusive environment for all children. They provide care that supports children's individual needs, ages and/or stages of development, particularly regarding their routines, feeding schedules and safe eating practices. Staff are positive role models and show children how to sit and eat safely to minimise choking risks. Curriculum and teaching Expected standard Staff understand children's development and plan age-appropriate activities to enhance their learning. The curriculum is organised well to build on children's prior learning and enable them to practise and develop these skills. Staff make effective use of assessment to ensure children are making progress in their learning. There is a high focus on vocabulary, which encourages children to learn new words. They enjoy reading and sharing books with staff and there are lots of opportunities for staff to model communication and language. There are many high-quality interactions between staff and children, with staff questioning children to extend their learning. Staff know what their children's next steps are and talk about how they use initial 'all about me' information to help plan their next steps. For example, staff plan opportunities to help babies to build on their skills and move towards these next steps, such as providing opportunities for them to stand and cruise while learning to walk. Staff introduce mathematical language during play to help children to learn about the concepts of counting, number, shape and measure. They play turn-taking games to help children learn about sharing, and they teach children about feelings and how to express their emotions. Staff provide opportunities for children to develop independence, promoting handwashing and toileting and self-serving meals and snacks. However, routines such as tidy-up time are not consistently promoted as opportunities for developing skills. Leadership and governance Expected standard Leaders have a good understanding of their areas for improvement. They have identified where some improvements need to be made and have started to implement these changes. Leaders follow strict recruitment procedures to ensure staff are suitable and appropriately qualified. They offer a thorough induction process so that they know what is expected of them in their role. Regular supervision and coaching opportunities ensure that staff receive support in their role and are clear on their priorities for improvement. Staff wellbeing is a priority. They are valued and well supported by leaders, who place a strong emphasis on promoting wellbeing and supporting their workload. Leaders have a clear ambition to provide high-quality provision for all children. They have a clear focus on supporting children with special educational needs and/or disabilities (SEND) and plan accordingly to ensure appropriate support is in place. Partnerships with parents are a strength, with leaders and staff signposting families to services that will benefit them and their children. They are proactive in contacting and liaising with other agencies to get the help and support for children with SEND and those who face other barriers to their learning. While staff typically support children well, there are some inconsistencies in how some routines are organised across the day. For example, during lunchtime, children can be seated for a while before being served their food. This can impact on children's behaviour as they become restless. What it's like to be a child at this setting Children are happy and settled in this nurturing environment. They form trusting relationships with their key person and other familiar adults, and they go to them for comfort when needed. This shows that they feel safe and secure, supporting a secure sense of belonging. All children are engaged and curious in their learning. They are happy and talk Inspector: Michelle Highcock About this setting Unique reference number (URN): 2495358 Address: 92 Heathfield Road Wavertree Liverpool confidently to each other. Children play well with each other. Their behaviour is well managed, and children know what to expect. Staff offer praise and encouragement and recognise children's achievements. Children benefit from a variety of experiences that help the children to develop skills for the future and build on their previous learning. Children access continuous snack. They wash their own hands before eating snack and pour and self-serve their snack of fruit. They develop independence skills in dressing and undressing themselves in the home corner. They learn about feelings and emotions and how to regulate their behaviour. They use play dough and natural resources to make faces to represent their feelings. This helps them to become confident in communicating their emotions. Children benefit from daily song and story times. Staff model effective communication and interactions, which help children to develop communication skills and learn new vocabulary. Next steps Leaders and staff should further utilise everyday moments, such as transitions, meals and tidy-up time, to model good manners. Leaders and staff should continue to develop mealtime transitions to ensure children are not waiting for long periods of time. About this inspection The inspector spoke with leaders, practitioners 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. Lancashire L15 9HA Type: Childcare on non-domestic premises Registration date: 17/08/2018 Registered person: Kids Planet Day Nurseries Limited Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 Local authority: Liverpool Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 9 July 2026 Children numbers Age range of children at the time of inspection 0 to 5 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. 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