Kids Planet Kingswinford

Kids Planet Kingswinford
Unique reference number (URN): 2812149
Address: 2 Moss Grove, Kingswinford, DY6 9HU
Type: Childcare on non-domestic premises
Registered with Ofsted: 20/09/2024
Registers: EYR
Registered person: Kids Planet Day Nurseries Limited
Inspection report: 2 September 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
Behaviour, attitudes and establishing routines Strong standard
Leaders and staff have embedded a consistently calm and welcoming environment for all
children. They have high expectations for all children's behaviour and attitudes to learning.
Staff teach children the importance of sharing and taking turns. Their calm and nurturing
approach supports children exceptionally well. As a result, all children behave extremely well
and demonstrate consistently positive attitudes to their learning.
Children, including those known to children's social care and disadvantaged children, play
cooperatively, get along with one another and have built close friendships, helping each
other as they play. They know their routines and follow them confidently. For example,
children know when it is tidy-up time and when they need to wash their hands. Staff offer
praise to children which motivates them to persevere and keep going. This contributes to the
harmonious and calm environment.
Positive and trusting relationships between children and staff ensure children feel settled
and secure. Leaders and staff also work closely with the local community to promote
kindness. Children benefit from meaningful connections with groups, such as the British
Legion and the nearby residential home. Staff encourage children to carry out small acts of
kindness within the community. This helps children to learn how to care for others and show
respect. Leaders monitor attendance closely and support families to establish positive
attendance habits from the outset.
Children's welfare and wellbeing Strong standard
Children, including those with special educational needs and/or disabilities and
disadvantaged children, benefit from leaders' and staff's consistent priority of their welfare
and wellbeing. Staff support children to take safe risks in the outdoor learning area, such as
using hammers and nails under close supervision. Children learn how to use tools safely.
Staff monitor sleep routines closely to ensure babies and children are kept safe. They
demonstrate knowledge and understanding of safe-sleeping practices. Babies sleep in a
soothing and nurturing environment. Staff carry out regular headcounts as children transition
to the outdoor area.
All children enjoy mealtimes. They benefit from healthy and nutritious meals. For example,
children enjoy spaghetti bolognese cooked with vegetables. Staff supervise children closely
as they eat their meals and engage in conversations about healthy eating. They model
positive social language, such as 'more please', and children copy using their manners.
Staff meet care practices effectively. They work in partnership with parents and carers to
maintain consistent routines from home, supporting children's emotional wellbeing and
welfare. Leaders and staff promote oral health through sharing home toothbrushing packs
for children. They also provide welcome packs, including items such as face masks and
biscuits, to support families during their children's settling- in period. These thoughtful

approaches reflect the setting's embedded nurturing practice and deep commitment to
children's wellbeing.
Inclusion Strong standard
Leaders and staff have created a deeply embedded, inclusive and responsive culture for all
children. They are attuned to children's individual and emerging needs and respond with
sensitivity and empathy. Staff take time to get to know each child exceptionally well,
including disadvantaged children, those with special educational needs and/or disabilities
(SEND) and those known to children's social care. They gather detailed information and use
this effectively to create individual learning and support plans. Children with SEND benefit
from specialist furniture, such as a bench and walking frames, to support their mobility. As a
result, children are highly supported to thrive.
Early identification is central to leaders' work. They work very closely with families to secure
the support children need at the earliest opportunity. Leaders ensure interventions are put in
place without delay. Furthermore, leaders signpost families to support within the community
and to other agencies, such as physiotherapists, talking therapies and speech and language
services. This supports families to receive the right help at the right time. This also helps to
reduce barriers to children's learning.
Children in receipt of early years pupil premium funding receive very effective support.
Leaders carefully consider this funding and use it to benefit children's learning and
development. For example, they use this funding to provide rich experiences, such as trips
and high-quality resources for play and learning. This includes visits from a travelling
theatre, animal experiences and authors. Leaders also provide resources, such as welcome
bags, to new parents and carers and children when their children transition in to the nursery,
supporting the wellbeing of families.
Leadership and governance Strong standard
Leaders are highly passionate and dedicated to their role. They clearly understand their
strengths and areas for improvement for the setting. For example, leaders recognise the
need to continue the support for staff to embed high-quality teaching interactions to ensure
these are consistently used to extend children's learning. Leaders place children and
families at the heart of their practice. They support families effectively, to ensure they are
signposted quickly to the help they need. Leaders adapt and refine their provision to ensure
all children, including those with special educational needs and/or disabilities (SEND), make
progress in their development. For example, they have plans to implement ramps and have
purchased specialised furniture and equipment to promote children's independence and
physical skills.
Parents and carers are extremely positive about the nursery. They say their children are
happy and safe. Parents describe staff as caring, nurturing, inclusive and reassuring. They
report that transitions are calm and well managed. This helps their children to settle
confidently into new rooms. Parents value the regular communication shared through the
nursery application tool, including updates on sleeping, care practices and feeding. They
also appreciate the information shared and the opportunities to attend events and
workshops within the nursery.

Expected standard
Staff feel highly valued and report that their wellbeing and workload is supported well by
leaders. Professional development opportunities are embedded. Staff access training to
further their knowledge and skills, such as specific training to support children with SEND.
This helps to strengthen staff expertise and ensures children receive consistently high-
quality support.
Achievement Expected standard
Typically, all children achieve from their starting points. They make progress across all areas
of learning and development. Children learn how to cooperate, share ideas and work
together. For example, they scoop mud with different-sized spoons and fill and empty
containers to make 'potions' and work as a team to create mud pies. Children learn to use
hammers with control under close supervision. Babies and all children learn to sing songs
and rhymes, such as 'The Wheels on the Bus' and 'Sleeping Bunnies'. Children learn to use
their manners as they develop key social skills. For example, during mealtimes, they say
'please' and 'thank you'.
Generally, children, including those with special educational needs and/or disabilities and
those known to children's social care, learn to count and sort and match objects into colours.
They learn to mix colours using paint and develop their fine motor skills as they create
marks using natural objects dipped in paint. However, children do not benefit from consistent
learning experiences that build on their knowledge and skills to help them make even more
progress.
Curriculum and teaching Expected standard
Typically, leaders have designed a sequenced curriculum. Staff find out about children's
interests and use this information to plan effectively across all areas of learning. Staff use
ongoing observations and assessments to identify children's current needs. This enables
them to provide targeted support and activities for all children. Staff read stories to babies in
a calm and engaging manner. Babies enjoy exploring touch-and-feel books and turn the
pages with staff support. They name animals, such as 'meerkat', and introduce new
vocabulary like 'squish' and 'prickly'. This contributes to babies' settling-in routines and
supports their early communication and language development.
Children, including those with special educational needs and/or disabilities and those known
to children's social care, demonstrate high levels of engagement in the outdoor and indoor
learning environments. Staff develop children's physical skills, such as through yoga
sessions in the forest school, painting to enhance fine motor control, and pouring and
emptying containers as children explore capacity and make 'mud pies'. Staff generally
engage in conversations with children as they comment and explain through children's play
and learning. However, at times, staff do not always build on and extend children's
knowledge and skills. For example, they do not consistently help children to develop their
ideas even further.

Children develop mathematical knowledge. For example, they count buttons as they design
pictures with natural objects, such as buttons and wooden pieces. Staff introduce words,
such as 'big' and 'small' when children compare sizes of buttons. This helps children to
develop their early mathematical understanding and language.
What it's like to be a child at this setting
Children arrive happy at this highly inclusive and nurturing setting. They are warmly greeted
by leaders and staff at the door. Children are gently led to their rooms by staff and receive
support to put their belongings away. They settle in to activities and form secure
attachments with their key persons. This helps all children to feel safe and ready to learn
from the outset.
Babies, including those who are new to the setting, confidently explore their surroundings.
They engage in sensory play through the resources on offer, such as coloured water and
sponges, pine cones and small-world animals. Babies laugh, smile and move freely,
showing that they feel safe and secure. Staff engage in warm, gentle and caring interactions
with babies. They get to know each baby extremely well. Staff position themselves
thoughtfully so babies can seek comfort easily. This helps to enable babies to regulate their
emotions and feel reassured. Babies respond positively to cuddles and sensitive support as
they demonstrate a sense of emotional security and wellbeing. This attentive practice
ensures babies settle with confidence.
Children, including those known to children's social care, disadvantaged children and those
with special educational needs and/or disabilities, show curiosity and engagement in their
play. They are highly focused and enthusiastic learners. Children enjoy being with their
friends. They form positive and trusting relationships. For example, children work together to
build enclosures using wooden blocks and support one another as they scoop mud to make
'mud pies'. This helps to promote children's social development.
Leaders monitor attendance to ensure all children attend the setting on a regular basis.
They use this information carefully and work closely with parents and carers to address any
barriers and promote consistent attendance. This helps to maintain positive attendance
habits.

Inspector:
Reena Rai-Aheer
About this setting
Unique reference number (URN): 2812149
Address:
2 Moss Grove
Kingswinford
DY6 9HU
Type: Childcare on non-domestic premises
Registration date: 20/09/2024
Registered person: Kids Planet Day Nurseries Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Dudley
Facts and figures used on inspection
Next steps
Leaders should embed the support for staff to consistently build on children's knowledge
and skills so that children receive support to extend and develop their ideas even further.
About this inspection
The inspector spoke with the leaders, the special educational needs coordinator, staff,
parents and carers and children during the inspection. The inspector also took account of
parents' and carers' written views 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.

This data was available to the inspector at the time of the inspection.
This data is from 2 September 2026
Children numbers
Age range of children at the time of inspection
0 to 3
Total number of places
75
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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