Kids Planet Sevenoaks

Kids Planet Sevenoaks
Unique reference number (URN): 2851075
Address: The Mulberry Day Centre, Emily Jackson Close, Sevenoaks, TN13 1XH
Type: Childcare on non-domestic premises
Registered with Ofsted: 07/07/2025
Registers: EYR
Registered person: Kids Planet Day Nurseries Limited
Inspection report: 22 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
Children's welfare and wellbeing Strong standard
Leaders and staff place children's welfare and wellbeing at the heart of their practice. They
know children and their families extremely well and provide high levels of support and
guidance where needed. The highly effective settling-in procedures and ongoing discussions
with parents and carers, enable staff to have detailed information to support children's care
needs successfully. As a result, children settle quickly and feel safe and secure. Children
form very close bonds and trusting relationships with their key person. Staff respond
sensitively to their emotional wellbeing and individual needs. As a result, children develop
confidence and a deep sense of belonging.
Staff provide highly effective support for children with special educational needs and/or
disabilities and those facing barriers to their learning. They work closely with families and
other professionals to acquire additional support, training and have organised fundraising
events to support children's needs. Consequently, children make sustained progress within
their capabilities.
Staff make excellent use of the outdoor environment to promote children's physical
wellbeing. Children enjoy a wide range of opportunities to explore nature, while developing
their coordination, balance and confidence. Staff carefully manage risks and help children to
learn how to keep themselves safe, including understanding the importance of staying
hydrated during hot weather. As a result, children become increasingly independent and
develop a secure awareness of how to manage risk safely. Healthy lifestyles are promoted
extremely well. Children enjoy nutritious meals and snacks and learn about the importance
of healthy choices, including around their oral health, through everyday activities and
discussions. Consequently, children develop positive habits that support their health and
wellbeing.
Inclusion Strong standard
Leaders offer an incredibly inclusive and nurturing approach, ensuring all children and their
families feel highly valued and respected. As a result, all children develop a deep sense of
belonging. Leaders and staff are extremely passionate about making a difference in
children's lives. They carefully consider any additional funding children receive, to
specifically help individual children with their development. Furthermore, they organise fund-
raising events to help support children's individual needs. Leaders have a secure
understanding of all children's needs and work effectively with parents and carers and other
professionals to ensure children are fully supported.
Leaders and staff are highly skilled, and identify and assess children, who require additional
support promptly. They implement personalised plans to ensure children with special
educational needs and/or disabilities, and those who face other barriers to learning, receive
the support they need. This helps all children to achieve well from their starting points, and
to be effectively prepared for the next stage in their development.

Expected standard
Leaders and staff work closely with parents and other professionals to provide continuity in
children's care and development. When staff identify gaps in children's learning, they
successfully implement strategies, such as the use of simple sign language and visual
prompts. This helps support children's communication and understanding effectively.
Achievement Expected standard
All children, including those with special educational needs and/or disabilities and those who
face other barriers to learning typically make effective progress from their starting points.
They are competent and well prepared for the next stage in their learning, including their
move to school. Children develop confidence and sustain their concentration as they make
independent choices in their play and persevere with activities. Older children develop
imaginative role play and share their ideas. For example, they create birthday cakes in the
mud kitchen and discuss different ages as they sing 'happy birthday' together.
Children develop a genuine love of books and stories in every room. Younger children enjoy
listening to familiar stories and point to pictures in favourite books. Older children choose
books independently, discuss familiar stories and recall events in detail. For example, they
name different dinosaurs and describe their features, such as those of a Tyrannosaurus rex.
This helps build children's vocabulary and strengthens their early literacy skills.
Behaviour, attitudes and establishing routines Expected standard
Leaders and staff create a positive and welcoming environment, where children understand
what is expected of them. Staff provide children with consistent routines, helping them to
understand what to expect throughout the day. However, staff do not organise daily routines,
particularly mealtimes, consistently well. At times, children experience unnecessary time
waiting and are not consistently engaged in purposeful interactions. This reduces
opportunities to sustain their learning.
Nevertheless, staff have high expectations for all children. They ensure children with special
educational needs and/or disabilities, and those facing barriers to learning, receive the
support they need to achieve well. Staff build warm relationships with children and model
kindness and respect, helping children to learn how to treat others with consideration. They
encourage children to play cooperatively, share resources and respect each other's ideas
and opinions. As a result, children develop the skills they need to resolve minor
disagreements independently. Overall, children behave well. They show increasing
confidence to make choices in their play, form positive relationships and manage their
emotions effectively. Children confidently seek support, comfort and reassurance from their
key person, when needed, showing they feel safe and secure.
Leaders and staff monitor children's attendance carefully. They work in close partnership
with parents and carers to ensure children's regular attendance. This helps to support
children's early education.

Curriculum and teaching Expected standard
Leaders and staff implement a broad, balanced and well-sequenced curriculum that
supports children's learning and development across all areas. Staff use what they know
about children's interests and starting points to plan learning experiences that build on what
children already know and can do. As a result, all children make secure progress from their
starting points.
Communication and language development are woven through the curriculum. Staff
generally use positive interactions and model language well to extend children's vocabulary
and understanding. However, they do not consistently build on children's thinking or give
children enough time to respond to questions. This limits opportunities for children to
develop deeper understanding.
Staff recognise children's strengths and identify where further support is needed. They
provide a well-planned environment that promotes learning across all areas. Children
develop their physical skills, as they crawl, climb, balance and explore a range of resources,
indoors and outdoors. Staff implement personalised plans effectively to support children with
special educational needs and/or disabilities and those who face barriers to their learning.
This enables them to participate fully alongside their peers and reach their full potential.
Mathematics is embedded well throughout the curriculum. Older children confidently count,
compare quantities and recognise shapes in their play, while younger children begin to
develop mathematical understanding through number songs and rhymes.
Leadership and governance Expected standard
Leaders are dedicated to, and passionate about, their roles and demonstrate a commitment
to providing positive experiences for children and families. They know the nursery extremely
well, recognise its strengths and typically carefully prioritise, where there are areas for
further development. For example, leaders have developed the outdoor learning
environment to offer children a variety of opportunities for physical play across all age
groups.
Leaders place children's needs at the centre of everything they do, particularly for children
with special educational needs and/or disabilities, and those facing barriers to their learning.
For example, they access additional funding and provide targeted support to ensure all
children have opportunities to reach their full potential. Effective partnerships with parents
and carers and other professionals ensure children receive personalised support, enabling
them to make secure progress.
Leaders prioritise staff's wellbeing and workload. Staff are incredibly happy in their roles and
speak highly of the support they receive. They benefit from regular and effective
supervisions that encourage self-reflection and opportunities for professional development.
As a result, staff feel valued and motivated in their work. Parents speak very positively about
the support they receive and place high value on the open communication with staff.

What it's like to be a child at this setting
Children thrive in this caring and welcoming nursery, where they feel safe and secure. They
quickly settle and form secure relationships with their key person and other familiar adults.
As a result, children feel confident to seek comfort, reassurance and support, when needed,
showing they feel emotionally secure. Families are warmly welcomed into the nursery.
Positive relationships between staff and parents and carers support children's learning,
provide continuity of care and promote regular attendance.
The curriculum is well designed to support all children's development and prepare them for
the next stage in their learning, including those with special educational needs and/or
disabilities and those facing barriers to their learning. As a result, children are well prepared
for their move on to school. Children play well alongside each other and engage in
purposeful interactions. For example, children work together and share ideas during
activities. Younger children show high levels of curiosity and giggle with delight as they
explore through sensory experiences, such as water play. Overall, all children enjoy the
varied learning opportunities available to them. They are motivated to join in and excited to
explore new activities throughout the day.
Children's views are highly valued. They have meaningful opportunities to make decisions
through the children's council, and staff act on their ideas. This helps children to develop
confidence, independence and a secure sense of belonging. Children generally behave well,
follow clear boundaries and develop positive attitudes to learning. They understand what is
expected of them because staff consistently model positive behaviour and provide clear,
consistent guidance.
Next steps
Leaders should support staff to consistently allow children sufficient time to process and
respond to questions, to help develop their thinking skills further.
Leaders should enhance lunchtime routines to ensure consistent organisation across all
groups of children, to reduce waiting times and promote further engagement.

Inspector:
Nicky Chambers
About this setting
Unique reference number (URN): 2851075
Address:
The Mulberry Day Centre
Emily Jackson Close
Sevenoaks
TN13 1XH
Type: Childcare on non-domestic premises
Registration date: 07/07/2025
Registered person: Kids Planet Day Nurseries Limited
Register(s): EYR
Operating hours:
Local authority: Kent
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 22 July 2026
Children numbers
About this inspection
The inspector spoke with leaders, staff, special educational needs coordinators, children,
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.

Age range of children at the time of inspection
0 to 4
Total number of places
115
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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