URN 2835051 · Inspected 2026-08-12 · Published 2026-09-17 · Inspector: Ruth Mason
Kids Planet Turnbridge Unique reference number (URN): 2835051 Address: Snaith Road, East Cowick, GOOLE, North Humberside, DN14 9BY Type: Childcare on non-domestic premises Registered with Ofsted: 14/02/2025 Registers: EYR, CCR, VCR Registered person: Kids Planet Day Nurseries Limited Inspection report: 12 August 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 Children's welfare and wellbeing are a high priority at this setting. Practitioners know children's care needs extremely well and respond sensitively when their needs change, especially those children with special educational needs and/or disabilities and other barriers to learning. Leaders work closely with parents to understand children's medical, dietary and personal care needs. Practitioners follow detailed healthcare plans and carefully manage children's needs. Individual risk assessments provide further protection for individuals with particular medical needs. Children benefit from care routines that reflect their individual and family preferences. Babies follow their established sleeping patterns and receive sensitive support from familiar practitioners. Parents initially stay during transitions, sharing important information about babies' routines and preferences. Practitioners help children develop healthy habits. Children enjoy nutritious meals, drink water regularly and spend time being physically active outdoors. Leaders provide families with toothbrushing resources and guidance about oral health, bedtime routines and reducing reliance on dummies. Children develop increasing independence as they grow. Babies begin feeding themselves, while older children pour drinks and serve their own food. Warm, caring relationships promote children's emotional security. Practitioners recognise when children need reassurance and respond sensitively. Children with special educational needs and/or disabilities and those with other vulnerabilities receive particularly thoughtful care. Leaders adapt routines, equipment and environments promptly when children's needs change. Consequently, children feel safe, secure and exceptionally well cared for. Inclusion Strong standard Leaders are highly committed to inclusion and have created a setting where all children and families are welcomed and valued. They identify children's individual needs accurately and act promptly to secure appropriate support. Leaders' work with parents and specialist professionals is highly effective. For example, they support referrals, secure speech and language support and contribute to education, health and care plans. This ensures children and families receive specialist support when they require further help. Children with special educational needs and/or disabilities receive highly individualised support, carefully tailored to their needs. Practitioners use choice boards, pictures, sensory equipment and individual sessions to develop children's communication and participation. Children receive dedicated support to develop communication and manage changes between activities. Expected standard Leaders are highly responsive to children's medical needs. They complete individual risk assessments and healthcare plans and adapt routines appropriately. For example, practitioners adjust menus and personal care arrangements for children when necessary. Alternative foods are provided that resemble those eaten by their peers, which helps children to feel fully included. Leaders know vulnerable children and families exceptionally well. They provide sensitive support for children known (or previously known) to children's social care. Parents value this support and describe leaders as proactive and reassuring. Additional funding provides carefully targeted support and experiences. Consequently, children facing barriers participate fully, develop confidence and make positive progress from their individual starting points. Achievement Expected standard Babies develop secure attachments and confidently explore their surroundings. They begin to feed themselves and develop physical skills as they become increasingly mobile. Younger children develop their communication skills and begin speaking in simple phrases and sentences. They excitedly explore bubbles and show interest in familiar vehicles and animals around them. Older children develop physical skills as they use scissors to snip materials. They recognise numbers and begin to say numbers in sequence. Children also develop friendships and increasingly manage everyday routines independently. Children with special educational needs and/or disabilities and other barriers to learning achieve well along their individual learning pathways. They make positive progress towards personalised targets. Overall, children gain appropriate knowledge and skills across the curriculum and are ready for their next stage of education, although some children do not make as much progress as they could do. Behaviour, attitudes and establishing routines Expected standard Children are happy and typically behave well at the setting. They develop positive relationships with practitioners and enjoy playing alongside their friends. Practitioners are positive role models. They treat each other warmly and respectfully and model friendly, caring behaviour. Practitioners develop loving relationships with children, helping them to feel secure and gain a sense of belonging. These relationships also help families develop trust in the setting. Children with special educational needs and/or disabilities and other vulnerabilities receive tailored support to help them join in with activities and routines. Familiar practitioners and individual strategies help children manage changes throughout the day. Typically, children learn to share, take turns and follow routines. They enjoy playing together and begin to develop friendships. Children respond positively when practitioners remind them of expectations. Practitioners typically manage minor disagreements calmly. They remind children not to snatch and encourage kindness towards their friends. Practitioners do not consistently use these moments to help children understand how their actions affect others, or encourage them to think about solutions themselves. Leaders promote regular attendance and monitor absence. They work closely with families to address individual barriers to attendance. Leaders adapt support so children with additional needs can attend and participate fully. This helps children establish secure routines and benefit from the setting's experiences. Curriculum and teaching Expected standard Leaders provide a broad curriculum that typically builds on children's interests and experiences. Practitioners know children well and use assessments to plan appropriate activities to help children learn. Those who work with children with special educational needs and/or disabilities and other barriers to learning are particularly effective in supporting children's development. The curriculum provides children with varied experiences, including baking, gardening and exploring the world. Children grow herbs and vegetables before cooking and tasting them. Younger children explore interests sparked by nearby tractors, animals and seasonal changes. In general, practitioners support children's communication through songs, stories, questions and conversations. During sensory play, practitioners introduce words describing body parts, textures and actions. Children respond through gestures, words and simple phrases. Practitioners also introduce mathematics naturally during routines, including counting while children prepare tables for snack. Some practitioners interact effectively with children and use open-ended questions to extend their play and thinking. At times, other practitioners remain quiet and do not develop children's speaking and conversational skills. They do not consistently introduce ambitious vocabulary or challenge children to think deeply and solve problems. For example, children constructing models sometimes move on when difficulties arise without further encouragement to find solutions. Leadership and governance Expected standard Leaders have a clear commitment to providing an inclusive and welcoming setting for children and families. They know families well and develop trusting relationships with them. Partnerships with parents are a particular strength. Leaders communicate regularly and provide practical guidance to support children's development and wellbeing at home. Parents speak positively about the support they receive and value how leaders respond to their children's changing needs. Leaders proactively seek support from other professionals when children and families need additional help. They work with local authority services, specialists and schools to coordinate support and reduce barriers for children. Leaders have established systems to monitor practitioners' work and identify their professional development needs. Practitioners receive supervision sessions, peer observations, training and coaching to help develop their knowledge and skills. However, the impact of this work is not yet fully seen across the setting. Some practitioners continue to develop the skills needed to provide consistently high-quality interactions that deepen children's learning and understanding. Some practitioners have new responsibilities, and they are continuing to develop their knowledge and expertise in these roles. Consequently, the quality of teaching and practice is not yet highly effective across all areas of the setting. Leaders promote practitioners' well being and manage workload thoughtfully. Practitioners complete professional tasks during their working day and receive regular opportunities to discuss their wellbeing. Leaders value practitioners and encourage positive professional relationships. 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 happy, content and busy in this welcoming setting. They develop loving relationships with practitioners and confidently seek their support. Babies receive nurturing care as they form close bonds and begin to explore their surroundings. Children enjoy a wide range of interesting experiences. Younger children eagerly investigate bubbles and watch vehicles passing the setting. They notice tractors in nearby fields and explore activities linked to these experiences. Older children enjoy creating models using sticks and strings and proudly share their ideas with practitioners. Children develop an appreciation of the natural world. They explore herbs and flowers, grow plants and discover wildlife outdoors. Children enjoy using their senses as they investigate different textures and materials. They develop physical confidence as they explore outdoor spaces and learn to use equipment safely. Children enjoy books, songs and rhymes throughout their day. They chat happily with practitioners and their friends during play and mealtimes. Younger children increasingly use words and simple sentences to communicate their needs and interests. Children develop friendships and enjoy playing together. They start to learn to share and wait their turn. Practitioners model caring and respectful relationships, helping children feel secure and valued in their setting. Children with special educational needs and/or disabilities and other vulnerabilities are fully involved in setting life. They develop communication, physical and social skills along their individual pathways. Children with medical needs participate alongside their friends and experience the same sense of belonging. Children become increasingly confident and independent as they grow. They feed themselves, make choices and take increasing responsibility from their starting points. Children typically develop the knowledge and skills needed to prepare them for their next stage in education. Next steps Leaders should improve the quality of teaching across the setting so that all children make the best possible progress. Leaders should further develop staff training and coaching so that professional development leads to consistently high-quality provision and practice across the setting. Inspector: Ruth Mason About this setting Unique reference number (URN): 2835051 Address: Snaith Road East Cowick GOOLE North Humberside DN14 9BY Type: Childcare on non-domestic premises Registration date: 14/02/2025 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: East Riding of Yorkshire Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 12 August 2026 Children numbers About this inspection The inspector spoke to practitioners, leaders, 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. Age range of children at the time of inspection 0 to 8 Total number of places 128 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. 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