Kids Planet Ettrick Grove

Kids Planet Ettrick Grove
Unique reference number (URN): 2849038
Address: 47-50 Ettrick Grove, Sunderland, SR3 4AW
Type: Childcare on non-domestic premises
Registered with Ofsted: 30/06/2025
Registers: EYR, CCR, VCR
Registered person: Kids Planet Day Nurseries Limited
Inspection report: 18 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
Achievement Strong standard
Children, including those with special educational needs and/or disabilities and those who
face barriers to their learning and/or wellbeing, make excellent progress across all areas of
learning.
Babies develop secure early communication skills through warm, meaningful interactions
with attentive adults. Staff sing songs and talk gently with babies throughout the day.
Toddlers grow confident with early mark making. They use chunky chalks and begin to talk
about the marks they make. Staff build on toddlers' vocabulary by modelling new words.
They repeat what toddlers say and add simple language to help them describe their ideas.
Pre-school children recall their prior learning and take part in sustained conversations. Staff
encourage deeper conversations by asking questions. This helps children think critically and
share their ideas. As a result, children make efficient progress in communication and
language. They develop an increasingly rich vocabulary and become confident
communicators.
Children are well prepared for their next stage of learning. They talk confidently and ask for
help when they need it. They show independence that matches their age and stage of
development. Children who are ready to start school show their readiness by recognising
their name. They try to write the letters in their name. They can serve their own food at
lunchtime and manage self-care independently.
Behaviour, attitudes and establishing routines Strong standard
Leaders and staff are positive role models and have created a calm and harmonious
environment. The respectful and nurturing environment helps children to behave as well as
possible. Children interact with each other in a kind and thoughtful way. For example,
children politely say 'excuse me' when they want to get past.
The high expectations of children's behaviour are well sequenced and age-appropriate. This
supports children with special educational needs and/or disabilities and those who face
barriers to their learning and/or wellbeing.
Staff have superb routines in place to support children's transitions. For example, teachers
use timers to prompt children at tidy-up time. Children walk smoothly and calmly as they
move through the nursery. They show positive attitudes towards tasks. For example, older
children like to take the register and count heads when they move rooms. Children also
enjoy being the helper at lunchtime when handing out the cups and cutlery. These routines
are consistently established and embedded. As a result, children understand what will
happen next and know what is expected of them. Overall, children show excellent
behaviour.
Leaders monitor children's attendance regularly. They work closely with parents and carers
to identify and remove any barriers that may affect attendance. For example, leaders adjust

session times where appropriate to support children to attend regularly. They consistently
promote the importance and benefits of regular attendance with families.
Children's welfare and wellbeing Strong standard
Leaders and staff ensure that the nursery is a safe, warm and nurturing place. Staff
consistently prioritise children's wellbeing and clearly focus on it. They create a positive and
calm atmosphere in a well-designed environment.
All children have warm and secure attachments with their key person. Staff treat children
with respect and kindness as they meet their care needs. For example, staff show children
the nappy as an object of reference and talk to them directly about what they are doing.
Staff regularly praise children for their efforts. This helps to develop children's self-
confidence and self-esteem. This includes giving verbal praise and 'high fives'.
Staff work closely with parents to meet children's care needs consistently. This includes
sleep and dietary needs. Staff actively encourage children to take responsibility and develop
self-care skills and independence. Staff choose children as 'special helpers', and the
children take pride in it. They happily help with tasks such as handing out cups and clearing
plates at lunchtime.
Children benefit from an inclusive approach to wellbeing. Staff work closely with families and
external professionals to support children who are vulnerable or need extra help. For
example, some children who have experienced significant changes in their family
circumstances receive emotional support. As a result, these children feel understood, safe
and supported.
Leaders promote healthy lifestyles effectively. They do this by providing nutritious meals,
physical activity, outdoor learning and oral health initiatives. For example, pre-school
children joined a tooth-brushing activity. This helped them see why taking care of their teeth
is important.
Curriculum and teaching Strong standard
Leaders have designed an ambitious curriculum, breaking it down into small steps. Staff
provide a balance of planned activities that follow children's interests. In the pre-school
room, children create sunflowers with various craft materials. Staff know which skills and
knowledge children need to learn next. They quickly adapt activities. Children can access a
curriculum appropriate to their age and stage of development. As a result, children, including
those who face barriers to learning, make steady progress. Overall, leaders have designed
an effective curriculum that helps children become kind, confident and effective
communicators.
Leaders prioritise communication, language and a love of reading. Staff nurture this through
shared stories, cosy book areas, songs and meaningful conversations. Leaders strengthen
this further by offering a lending library to families. As a result, children grow into confident
and effective communicators in the setting and at home. Their love of reading flourishes
alongside this.

Leaders recognise that outdoor learning is vital for children's wellbeing and development. A
sports coach teaches children, supporting and developing their physical skills. These skills
are taught in small steps that are appropriate to each child's age and stage of development.
For example, pre-school children pretend to be jungle animals and work together as a team.
Staff ensure learning is engaging. As a result, children eagerly take part in physical learning
activities.
Inclusion Strong standard
Leaders have created an effective inclusive culture. They have consistently high
expectations of all children. They ensure that every child thrives and has appropriate
support. Staff swiftly identify children with special educational needs and/or disabilities. They
work closely with leaders to meet the needs of children and reduce barriers. Leaders and
staff work sensitively with parents at the earliest opportunity.
Leaders work closely with a range of professionals, including physiotherapists, speech and
language therapists and occupational therapists. They promptly seek advice, training and
resources to help meet children's individual needs. Leaders also work in partnership with
parents, holding regular meetings. They continuously develop and review support plans.
Disadvantaged children benefit from these positive partnerships. As a result, clear and
measurable targets are used. Children receive tailored support and make ample progress
from their starting points.
Leaders rigorously monitor the progress that children make. Staff regularly review children's
targets and adapt support plans where needed. This ensures that support remains effective
and responsive to each child's needs. Staff consistently use a range of communication
strategies, such as communication boards, symbols and Makaton. Leaders ensure that they
securely embed this high-quality approach. As a result, children make excellent progress
and achieve positive outcomes.
Leaders use additional funding efficiently to meet children's needs. For example, a dark
sensory tent offers children a quiet space to regulate their emotions. Staff actively contribute
their ideas about the resources they think would benefit children. Leaders work closely with
parents to ensure that funding has the greatest possible impact both in nursery and at
home. Overall, leaders have a strategic overview of funding. This helps children, including
those with learning challenges, get support that lets them thrive and make progress.
Leadership and governance Strong standard
Leaders are very passionate about their role. They have established a clear and ambitious
vision that reflects the needs of the community, the children and the families that attend.
Leaders have a strong understanding of their local community. They use this knowledge to
ensure the curriculum reflects children's needs and experiences. For example, children
regularly visit the local park and the local recycling centre to recycle used batteries. Children
also visit the local care home, where they spend time with the residents. As a result, children
are able to make connections between their learning in the nursery and the wider
community.

Leaders have an accurate understanding of the setting's strengths and are proactive in
identifying areas for further development. They are committed to continually improving the
quality of the provision and experiences for all children. Leaders have made significant
improvements to the outdoor learning environment. They have adopted the Scandinavian
Udeskole approach. As a result of this approach, children have increased opportunities for
exploration, risk-taking and physical development. Leaders carefully evaluate the impact of
these initiatives to ensure they continue to enhance children's learning and development.
Leaders promote staff wellbeing and manage workload effectively. They have created a
culture in which staff feel highly valued and respected. For example, thoughtful gestures
such as appreciation gifts for employee of the month help staff feel recognised. Leaders
check in with staff regularly and hold frequent supervision sessions to discuss wellbeing and
practice. Clear communication and a strong team culture help staff feel confident and cared
for.
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 in this setting feel secure, valued and happy. They have developed warm trusting
relationships with staff and their key persons. Children enjoy learning and take part in
activities with enthusiasm. They have a range of opportunities within a well-planned
curriculum. As a result, children become kind, confident and effective communicators.
Children's learning reflects their starting points and supports their next steps. Younger
children build early foundations by rolling and poking dough. As a result, children strengthen
their fine motor skills. Older children enjoy mark-making activities and like listening to the
first sounds in words. Children, including those who face barriers to their learning, benefit
from an inclusive environment and small targeted steps. This enables them to make clear
progress.
Children feel a deep sense of belonging as they learn and play alongside their peers. They
show kindness towards each other. Older children help younger ones find resources. They
also show them where to put things during tidy-up time. Children in the pre-school have
opportunities to be part of the nursery council. They share ideas about what they want to
learn and agree what the room rules are.
Children benefit from a positive parental partnership. The setting makes parents feel heard,
valued and fully engaged. As a result, this partnership supports the learning and wellbeing of
children.
The setting recognises each child's uniqueness by weaving their interests from home into its
activities. Children hear and use a wide range of languages in the setting. For example,
daily routines include words from children's home languages and stories.
Children develop their sense of self and confidence. They respond positively to sensitive
reminders about sharing resources. Children learn how to interact kindly. Consequently,

Inspector:
Joanne Hughes
About this setting
Unique reference number (URN): 2849038
Address:
47-50 Ettrick Grove
Sunderland
SR3 4AW
Type: Childcare on non-domestic premises
Registration date: 30/06/2025
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: Sunderland
children thrive and become their best selves in this environment.
Next steps
Leaders and those responsible for governance should sustain their work to ensure
continued improvements and high standards. They should focus on creating a
transformational impact over a sustained period of time.
About this inspection
The inspector spoke with leaders and staff 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 18 August 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
88
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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