URN 2835047 · Inspected 2026-07-07 · Published 2026-09-16 · Inspector: Jude Simpson
Kids Planet Loughborough Road Unique reference number (URN): 2835047 Address: 103 Loughborough Road, West Bridgford, Nottingham, Nottinghamshire, NG2 7JX Type: Childcare on non-domestic premises Registered with Ofsted: 11/03/2025 Registers: EYR, CCR, VCR Registered person: Kids Planet Day Nurseries Limited Inspection report: 7 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. Urgent improvement Achievement Urgent improvement Children are not well prepared for the next stage in their learning. They are not developing the appropriate skills and understanding they will need for future success. For example, during story sessions, children are not able to demonstrate that they have the concentration needed even for a short story to be read to them. Some children wander off during story sessions and find it difficult to focus due to the distractions around them. Children do not show that they have developed age-appropriate communication and language skills. They play in silence or wander between activities with little purpose. Children do not readily have conversations with staff to extend their communication and language skills. As a result, their speech is limited and reduced to brief comments in response to staff's requests. Behaviour, attitudes and establishing routines Urgent improvement Children are not supported to develop positive attitudes to learning. There are minimal interactions between staff and children. This leaves children struggling to stay focused on activities for any length of time. In addition, leaders' failure to manage the heat at the setting impacts on children's ability to learn. As a result of the hot weather, children struggle to concentrate and appear lethargic. Staff do, at times, show care and kindness towards children. They cuddle babies as they become tired and comfort them. Leaders have implemented training for staff to use picture cards with all children and particularly those who may have special educational needs and/or disabilities to help them to understand the routines of the setting. This strategy is not, however, used consistently to support all children's development. Attendance is well managed. Leaders understand the importance of regular attendance at the nursery for children's development. They recognise that children benefit from attending all sessions, in order to establish effective routines in preparation for starting school. Children behave well and are generally kind to each other. During mealtimes, children sit and eat their food independently and show that they understand the routines of the nursery. Children's welfare and wellbeing Urgent improvement Leaders and staff do not promote children's wellbeing effectively. The inspection occurred during a period of a heatwave. Leaders had not implemented an effective and consistent system to identify any concerns about the temperature for children and to act upon these appropriately. Staff had not identified the risks to children from hot temperatures when sleeping. Leaders' failure to manage the heat at the setting effectively significantly impacts on children's wellbeing. Risk assessment procedures for outside play are not effective. Arrangements in place to ensure children's safety when playing on large-scale equipment have not been shared with all staff. This means that risk assessment procedures are not consistently applied. During the inspection, some staff were new or not familiar with the risk assessment procedures of the nursery. The deployment of staff who do not fully understand their roles and responsibilities places children at risk. Curriculum and teaching Urgent improvement Leaders have not ensured that the curriculum is designed and implemented effectively. Interactions between staff and children are mainly limited to functional requests to sit still or fetch their shoes. For lengthy periods of time, staff do not interact with children as they play. This means that children are left to explore activities on their own. This severely limits the value that children gain from play in terms of their learning. Some interactions with babies are more positive. Staff engage warmly with children and provide positive praise when children experiment with water play. However, this is not consistent across the nursery. Children are not receiving effective support for their communication and language development, particularly those who do not speak English as a first language. Leaders have not ensured that staff model language effectively for children and develop their vocabulary. Teaching from staff does not cover all areas of learning and is not sequenced effectively. Leaders are not ambitious enough for what they want children to learn. As a result, staff do not encourage children to develop their understanding in all areas of the curriculum. Inclusion Urgent improvement Staff identify children who may require additional support with their learning. However, leaders are not ensuring that gaps in children's learning are closing quickly enough. Although additional funding is being used to provide some focused support for children, the impact of this on children's progress is not always evident. Children who may have special educational needs and/or disabilities are not receiving consistent care from their key person or other staff working with them. This results in staff not always being able to meet even the basic needs of the children. For example, staff working with younger children who speak English as an additional language are sometimes not aware of their name, the stage of their development or the language that they speak. The poor quality of teaching across the nursery impacts on disadvantaged or vulnerable children most severely. Children who need extra help are often left without support from staff to support their development. As a result, children are not making appropriate progress in all areas of learning. Staff do liaise with other professionals effectively. This is particularly helpful for children and parents as they make arrangements for children to transition to school. Leadership and governance Urgent improvement Breaches of the statutory requirements in place to keep children safe are having a significant impact on children's learning and wellbeing. During the inspection, despite a number of leaders within the nursery organisation being present, effective decisions to manage the temperature for children were not made for a considerable period of time. Leaders had not made sure that staff were able to monitor the temperature of the areas used for children to play and sleep. Equipment used to measure room temperature was not suitable for this purpose. For example, leaders attempted to use an ear thermometer and a broken fridge probe to check the temperature in the downstairs rooms. This demonstrates leaders' failure to manage the temperature in the setting effectively. In addition to children's needs not being met, this also impacts negatively on staff's wellbeing and workload. Staff continue to support children in extreme heat despite raising their concerns with leaders about this. Leaders have not ensured that the arrangements for staffing meet children's needs. Staff who do not know children well are asked to work with children without understanding their basic needs or stage of development. Decisions taken about staff deployment are not supporting children's wellbeing or learning. This impacts most on children who are disadvantaged or children with special educational needs and/or disabilities. Leaders understand their role in identifying children who may need extra help, but have not made sure that all children are fully supported to achieve positive outcomes. Staff are supported to access professional development opportunities. They receive regular supervision meetings with leaders, which help them to develop their practice further. Leaders have not, however, identified weaknesses in staff's interactions with children and the impact these have on children's learning. Compulsory Childcare Register requirements This setting has not 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 not 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 not cared for effectively. Leaders and staff do not make sure that children are kept safe in hot weather. As a result of this, children find it difficult to enjoy learning in an environment that is too hot for them. Staff do not have a consistent approach to caring for children in hot weather. Leaders have not made sure that all staff understand the processes they must follow when the temperature rises. As a result, children become tired and are unable to be put down to sleep safely due to the risk of overheating. Children are not always cared for by a consistent staff team who know them well. This means that support for their learning is limited. Staff do not talk to children about their learning and play. As a result, not all children make progress from their starting points. Children are not receiving high-quality teaching across the curriculum. Those who are starting school are not able to demonstrate that they have all the skills they will need for the next stage in their education. Children play nicely together and are generally kind to their friends. They develop some social skills as they play chasing games outside. However, staff do not always interact with children positively during mealtimes and the routines of the day. Children are not encouraged to always join in with conversations to develop their communication skills. Parents generally value the care that staff provide. Leaders have implemented effective procedures to manage children's attendance. Inspector: Next steps The provider is not meeting the requirements of the Early years foundation stage and Childcare Register and Ofsted intends to take enforcement action. We will issue a Welfare Requirements Notice requiring the provider to have taken the following actions by the assigned date: Action Completion Date ensure that risk assessment procedures are effectively and consistently implemented by all staff to keep children safe in hot weather 17/07/2026 ensure that effective risk assessment procedures are implemented for children playing outside 17/07/2026 ensure that staff are deployed effectively at all times to meet the needs of all children. 17/07/2026 To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following action by the assigned date: Action Completion Date ensure that all staff are providing high-quality interactions for children to support their learning across the curriculum. 04/09/2026 About this inspection The inspector spoke with leaders, staff 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. We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this. Jude Simpson About this setting Unique reference number (URN): 2835047 Address: 103 Loughborough Road West Bridgford Nottingham Nottinghamshire NG2 7JX Type: Childcare on non-domestic premises Registration date: 11/03/2025 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: Nottinghamshire County Council Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 7 July 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 64 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. 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