URN 2835907 · Inspected 2026-07-30 · Published 2026-09-21 · Inspector: Marie Swindells
Kids Planet St Andrews Park Unique reference number (URN): 2835907 Address: 26-28 Walsingham Road, Bristol, BS6 5BT Type: Childcare on non-domestic premises Registered with Ofsted: 21/02/2025 Registers: EYR Registered person: Kids Planet Day Nurseries Limited Inspection report: 30 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 demonstrate a strong understanding of children's individual circumstances and respond effectively to the needs of children and their families. For example, effective adaptations, including extended transition arrangements and resources for use at home, help to reduce barriers to children's learning, wellbeing and engagement. Children with special educational needs and/or disabilities, and those who face barriers to learning, are well supported through targeted interventions that promote positive outcomes. Staff develop secure relationships with children. They know children well and respond sensitively to their individual care, developmental and emotional needs. Babies and young children communicate confidently through gestures, signing and language, and staff respond promptly to ensure children feel safe, secure and valued. Staff support children to develop an understanding of their health, safety and wellbeing effectively. Through daily routines and community experiences, children learn how to manage risks, keep themselves safe and develop confidence and independence. Care practices effectively meet children's individual needs. Mealtimes are adapted for children with allergies, dietary requirements and/or medical needs, and staff follow individual care plans consistently. Sleeping and care routines are tailored to children's requirements and support their emotional wellbeing. As a result, children are settled, confident and engaged, and they are supported effectively to recognise, express and manage their emotions. Inclusion Strong standard Leaders and staff demonstrate a clear commitment to the early identification of children's needs and barriers to learning. They know children and their families well and use assessment information effectively to identify when additional support may be required. Reasonable adjustments are implemented promptly to ensure that all children can fully access learning opportunities and make progress from their individual starting points. Children with special educational needs and/or disabilities receive targeted support that is carefully tailored to their needs, both in the setting and through coordinated support at home. Staff work closely with families and external health and education professionals, making timely referrals and accessing specialist advice where necessary. This enables staff to provide effective interventions and adapt practice to meet children's changing needs. Leaders have a strong understanding of the wider barriers that some children face. They recognise that not all children have access to outdoor spaces, enrichment opportunities or a broad range of experiences beyond the nursery. Funding is used thoughtfully to provide experiences that enhance children's learning and development, helping to broaden their understanding of the world. Strong partnerships with families and professionals ensure that children receive the help they need, while secure relationships with key persons promote children's emotional wellbeing, confidence and ongoing development. Expected standard Leadership and governance Strong standard Leaders demonstrate a clear and ambitious vision for continuous improvement, placing children's outcomes at the centre of all decision-making. Leadership strengths extend beyond the manager and are evident throughout the team, including room leaders, who contribute effectively to quality improvement through open, honest and reflective practice. Leaders have a secure understanding of the setting's strengths and areas for development and implement well-considered actions to drive ongoing improvement. They actively seek and respond positively to feedback, adapting practice as needed to meet the evolving needs of children, families and staff. Staff feel valued, respected and well supported. Leaders carefully consider staff wellbeing and workloads, creating a positive and professional culture where staff are motivated to develop their skills and improve practice. Professional development is tailored effectively to individual staff members, recognising that they are at different stages of their professional journey. Leaders carefully identify training needs and provide targeted opportunities to strengthen practice. For example, all staff have received training in how to communicate with children using hand signs. This is consistently embedded throughout the setting and enables even the youngest children to communicate their needs effectively. Staff also benefit from specialist training, including in mathematics and baby-room practice, helping them to continually develop their knowledge and expertise. This personalised approach helps staff to build confidence, strengthen their practice and progress professionally, with staff successfully developing into leadership roles through the ongoing mentoring and support provided by leaders. Partnerships with parents are a significant strength of the setting. Leaders and staff work closely with families and external professionals to ensure children receive consistent support. Effective communication and collaborative working help to remove barriers to children's learning, promote children's wellbeing and enable children to thrive. Achievement Expected standard Children are prepared well for their move to school and are becoming independent learners. They confidently communicate their preferences and ideas. Children develop their listening skills and show increased concentration in their chosen tasks. For example, children preserve and show determination to practise their early writing skills. Children with special educational needs and/or disabilities and those facing additional barriers to learning make progress towards their individual developmental milestones. They develop positive relationships with adults and peers. Overall, children build on their communication and language skills from their starting points. However, children do not consistently strengthen their critical thinking and problem-solving skills. On occasion, children are not always given sufficient time to process and respond to questions. Behaviour, attitudes and establishing routines Expected standard Leaders have established high expectations for all children's behaviour and attitudes to learning, including for those who may face barriers to learning. Clear and embedded routines help children understand expectations and contribute to a calm and purposeful environment. Children develop independence from an early age. For example, older children confidently self-register on arrival, manage their belongings independently and use a 'treasure box' during tidy-up time to support their understanding of routines and responsibility. Staff model respectful interactions with the youngest children, seeking babies' consent and communicating with them during personal care routines. Leaders monitor attendance closely and work proactively with families to address barriers, helping children to attend regularly and benefit from their early education. Positive and nurturing relationships are evident throughout the setting. Children form secure attachments with their key persons and familiar adults, who know them well and respond sensitively to their individual needs. Staff treat children with respect and dignity, supporting children to develop confidence, resilience and a sense of belonging. Children demonstrate positive attitudes to learning and engage enthusiastically in experiences across the setting. They play cooperatively, show kindness towards others and are developing positive social skills. Staff support children to recognise and express their emotions, and provide additional support for those who need help with self-regulation. However, approaches to supporting emotional development and conflict resolution are not yet fully consistent. While some staff effectively coach children to recognise feelings, listen to others and identify solutions independently, this practice is not embedded across the team. As a result, children do not always receive consistent support to develop self-regulation, emotional awareness and independence. Curriculum and teaching Expected standard Leaders and staff implement a curriculum that reflects the needs, interests and experiences of the children who attend the setting. Overall, they tailor the curriculum to ensure that all children, including those with special educational needs and/or disabilities and those who face barriers to learning, access the curriculum and make progress. Staff use assessment effectively to identify what children know and can do and adapt teaching to support children's next steps in learning. For example, staff recognise that babies need to develop their self-help skills further during mealtimes. Staff support babies to use open cups and age-appropriate cutlery, which builds on their independence and confidence. Overall, the curriculum is focused on supporting children's communication and language. Staff introduce and reinforce new vocabulary. For example, during a planting activity, children learn words such as 'germination'. Staff engage children in meaningful conversations, stories and songs throughout the day and provide a running commentary during play, particularly with the youngest children. Mathematical learning is embedded effectively within everyday experiences. Younger children demonstrate an understanding of concepts such as 'full' and 'empty' during water play, while older children begin to explore addition and subtraction through role-play experiences, such as with a role-play shop. Typically, staff encourage children to recall previous learning and make connections between experiences, supporting the development of their knowledge and understanding. However, the quality of questioning is not yet consistent across the team. While some staff use open-ended questions effectively to deepen children's thinking and develop their communication skills, others are less confident in their approach. In addition, children are not always given sufficient time to think and respond. As a result, opportunities to extend children's communication, critical thinking and problem-solving skills are not consistently promoted. What it's like to be a child at this setting Children arrive at the setting eager and enthusiastic to begin their day. They are warmly welcomed by attentive staff, who are pleased to see them, enabling children to separate from their parents with confidence. Strong, nurturing relationships with key persons help children feel safe, secure and valued. Children quickly engage in purposeful play and demonstrate high levels of involvement in their chosen activities. For example, they collaborate in the mud kitchen, creating imaginative meals and engaging in meaningful conversations with their peers. Children show enjoyment as they explore water play, developing coordination and problem-solving skills as they pour, transport and fill containers with water, while experimenting with colour mixing. Children make secure progress from their starting points. Staff reinforce learning effectively through revisiting experiences and providing targeted support where needed. Children benefit from an ambitious curriculum that promotes their development across all areas of learning, and leaders actively promote the importance of regular attendance. As a result, children are prepared well for the next stage of their learning, including for their transition to school. Children show a genuine enjoyment of books and frequently choose to read independently or share stories with their friends. They demonstrate increasing independence and cooperation, including the youngest children, confidently using skills taught by staff to navigate their environment safely. Children understand routines and expectations and play harmoniously together. For example, while role playing as doctors, they work collaboratively to care for one another, showing kindness, communication skills and imagination. Parents speak very positively about the care and education their children receive. They value the strong communication from staff and appreciate the timely support and early intervention provided when children face barriers to learning. Parents report that they are kept well informed about their children's progress and feel fully involved in their children's learning and development. Inspector: Marie Swindells About this setting Unique reference number (URN): 2835907 Address: 26-28 Walsingham Road Bristol BS6 5BT Type: Childcare on non-domestic premises Registration date: 21/02/2025 Registered person: Kids Planet Day Nurseries Limited Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday,Saturday,Sunday : 08:00 - 18:00 Local authority: Bristol City of Next steps Leaders should continue to strengthen the implementation of the curriculum through the consistent use of high-quality open-ended questioning. Leaders should help staff to use a shared approach when supporting children's behaviour, in order to maintain consistent expectations and provide clear boundaries. About this inspection The inspector spoke with leaders and practitioners 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. Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 30 July 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 60 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. 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