Kids Planet Hopwood

Kids Planet Hopwood
Unique reference number (URN): 2811191
Address: Hope Cottage, Lane End, Heywood, OL10 2JE
Type: Childcare on non-domestic premises
Registered with Ofsted: 12/09/2024
Registers: EYR, CCR, VCR
Registered person: Kids Planet Day Nurseries Limited
Inspection report: 23 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 achieve consistently as high-quality teaching and experiences provide
opportunities for their learning and development. They are confident in preparing for
transitions as they are independent throughout routines and self-care practices. Babies and
toddlers skilfully feed themselves at mealtimes as they use forks and spoons to scoop their
nutritious meal. Pre-school children use forks and knives appropriately to cut and feed
themselves with confidence. All children enjoy meaningful interactions with staff as they
discuss the food they are eating. Older children express how 'delicious' the food is as they
ask for more.
Pre-school children enjoy using mark-making equipment to write their names and to share
their knowledge of letters and numerals. Staff offer praise consistently, which encourages
children to engage further. Children are focused and attentive during activities as they
handle scissors with care. Children with special educational needs and/or disabilities
achieve well. For example, they use their gross motor skills to move around the provision
and embrace their learning experiences. Children with other barriers to their learning are
confident to adapt their knowledge and understanding to initiate play with their peers as they
dig and scoop in the sand tray. Children are integrated in play and are secure within their
environment.
Behaviour, attitudes and establishing routines Strong standard
Children respond to the positive culture that leaders embed with respect. They demonstrate
a clear understanding of the expectations. Children develop positive relationships with their
peers and staff as the environment promotes warmth and nurture. Children receive comfort
from staff as they are attentive and knowing of their needs. Younger children seek out their
familiar adults with confidence. Staff support their feelings swiftly through cuddles and
reassurance. Older children receive comfort and encouragement to understand and regulate
their emotions through effective communication. Children display a willingness to learn and
develop as they seek out activities and experiences, with an eagerness to engage and
remain focused.
Leaders and staff work in partnership with parents and carers and families to promote
attendance and punctuality. Leaders monitor children's attendance and absences through
the communication app with parents to highlight any patterns of absence. If a pattern is
noticed, leaders then work to overcome any barriers that may be of influence. Routines are
embedded throughout the provision to provide a calm environment where children feel
secure and safe. As a result, children play harmoniously with their peers. They recognise
photos of themselves and their artwork across the provision with pride.
Children's welfare and wellbeing Strong standard
Children learn to make their own healthy choices as staff teach them the importance of
healthy eating, rest and exercise. Staff promote physical activities through stimulating and

fun sport activities. For example, children participate in activities led by sports coaches.
They tiptoe across ladders, kick a football and practise their running. Children learn to
develop their balance, explore different ways of moving and practise turn-taking skills as
they work within a team. Leaders and staff celebrate children's unique personalities and are
skilful in responding to the varying needs of all children.
Younger children enjoy a calming and peaceful environment to support healthy routines of
sleep and rest to promote further learning. Children develop appropriate levels of
independence to manage their own personal needs. For example, they dress themselves for
outdoor play and use cutlery skilfully to feed themselves.
Children with special educational needs and/or disabilities or children who face other
barriers to their learning are involved in all aspects of learning as children and staff initiate
playful interactions and develop secure and trusting attachments. As a result of these
attachments, children feel safe and secure. This enables them to become confident learners
as they embrace all aspects of learning within the provision.
Curriculum and teaching Strong standard
Leaders and staff use an ambitious and inclusive curriculum, embedded into practice across
the provision. Staff work effectively to provide high-quality interactions and use every
opportunity for children to learn. Leaders support staff through the curriculum, ensuring that
teaching is relevant and effective. Staff are skilled in adapting in the moment to respond to
children's emerging thinking. As children explore different insects, staff encourage children
to count the legs of the insects. Children transfer this knowledge into the play dough as they
create their own grasshoppers. Staff focus on learning being age-appropriate. For instance,
babies enjoy a safe environment for floor-level play where they can crawl, cruise and roll
with confidence. Toddlers explore an environment that encourages them to risk take, run
and climb to develop their physical and gross motor skills. Children across the provision
learn to be kind, caring and respectful to another. There is a real focus on their personal,
social and emotional needs.
Children are confident learners as they explore the provision with a willingness to learn.
Children experience a variety of language as staff teach mathematics within play. Babies
and toddlers count alongside staff as they build towers from blocks. They enjoy discussing
how 'big' and 'small' the different towers are. Pre-school children explore different units of
measurement as they race one another to fill their boats during water play. Staff encourage
children to fill their jugs to specific measurements before using their fine motor skills and
coordination to skilfully pour their jugs into the boats.
Leadership and governance Strong standard
Leaders are passionate, dedicated and ambitious. They create an environment that
constantly develops and improves as they identify areas for improvement and provide
training opportunities to ensure improvement. Leaders prioritise professional development
for all staff as they create opportunities for further training, such as becoming a forest school
ambassador or a mathematics champion. Leaders continue to support children with special
educational needs and/or disabilities as they identify specific training. Leaders create an
open-door policy for staff and families to communicate effectively and develop close

Expected standard
partnerships as they provide daily feedback at handover times. Leaders enhance their
support to parents and families as they work with the local council to provide a prescription
library scheme as they help families to access specific books to read with their children to
support through significant changes that they may be experiencing. Leaders have also
introduced a lending service where families can borrow different board games to encourage
less screen time and provide more opportunities for interactions at home. These additional
methods of support create an excellent link between home and the provision, to make a
demonstrable difference to children and their families as leaders acknowledge the
importance of parent partnerships.
Leaders promote staff's wellbeing as they acknowledge the pressures and the workload and
create opportunities to support or ease these. For example, leaders have made a dedicated
space for staff to exercise and relax while on their break times. As a result, staff feel
refreshed and motivated, making a positive impact on the quality of provision. Staff express
how they feel supported and able to always communicate with leaders. Leaders use
supervision sessions and appraisals effectively to identify further training opportunities as
they prioritise continuous development to make a difference to children's experiences and
care.
Inclusion Expected standard
Leaders and staff work swiftly to identify and support the needs of children. They provide
early help and interventions upon first concerns. Staff support children with special
educational needs and/or disabilities (SEND) or those who may face other barriers to their
learning with interventions and strategies to focus on their learning and development. As a
result, children with SEND or with other barriers to their learning integrate well into the
provision and learn alongside their peers. Occasionally, these strategies are not specific
enough to children's individual needs to be effective. For example, staff do not consistently
provide children who speak English as an additional language with other tools to promote
their communication methods. As a result, these methods are not consistent.
Leaders and staff work collaboratively with different professionals, such as speech and
language therapists, to gain advice for further help. From this effective working, children with
SEND benefit from relevant next steps to make appropriate progress. Leaders and staff are
knowledgeable. They have a secure understanding of children's needs, which helps them to
use additional funding appropriately. This has a positive impact on reducing barriers for
children. Staff provide children with additional assistance or resources to support children's
learning and development. Leaders and staff ensure that the strategies used are generally
effective and communication between home, nursery and professionals is up to date and
consistent.

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 arrive at this nurturing and home-from-home environment with big smiles and a
willingness to learn. Children are confident and curious learners as they feel safe in their
learning environment. Each child is welcomed into the setting with such a warm embrace.
Staff speak to children with a clear love and understanding of their unique personalities,
which are celebrated throughout the provision. Children feel valued, as leaders and staff
keep children at the centre of all their learning and teaching to provide continuous
development.

Inspector:
Rebecca Jones
About this setting
Unique reference number (URN): 2811191
Address:
Hope Cottage
Lane End
Children thrive and flourish as staff embed high-quality interactions. Babies enjoy age-
appropriate learning as they use their fine motor skills to explore musical instruments. Older
children enjoy playful interactions with staff as they race to fill their boat with water first,
using pipettes to transport water. Children experience a wide variety of language as staff
prioritise their communication across the setting. Younger children listen and repeat single
words, and older children confidently interact to initiate play and turn-taking.
Children show a willingness to learn and develop. Staff carefully consider activities and
resources to promote children's next steps for development. Children and families form
trusting bonds with leaders and staff. They share their home experiences closely with staff.
This helps staff to create impactful learning opportunities. Children explore their love for
books and singing as they share story time with staff. Children copy staff and model singing
the 'Good morning' song while asking their friends, 'How are you feeling this morning?' This
creates a real sense of belonging as children use their experiences to influence their play,
and form links between play and real life.
Next steps
Staff should continue to ensure specific strategies are fully embedded across practice to
further support children with special educational needs and/or disabilities or those who
may face other barriers to their learning.
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.

Heywood
OL10 2JE
Type: Childcare on non-domestic premises
Registration date: 12/09/2024
Registered person: Kids Planet Day Nurseries Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30
Local authority: Rochdale
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 23 July 2026
Children numbers
Age range of children at the time of inspection
1 to 3
Total number of places
61
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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