URN 2807308 · Inspected 2026-01-15 · Published 2026-04-08 · Inspector: Toby Hammond
Kids Planet Altofts Unique reference number (URN): 2807308 Address: Oap Hut Behind The Working Mens Club, Church Road, Altofts, Normanton, West Yorkshire, WF6 2QS Type: Childcare on non-domestic premises Registered with Ofsted: 10/09/2024 Registers: EYR Registered person: Kids Planet Day Nurseries Limited Inspection report: 15 January 2026 Exceptional Strong standard Expected standard Needs attention Urgent improvement Strong standard 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. Children's welfare and wellbeing Strong standard Children are well supported to understand the importance of physical development and exercise. Staff provide interesting physical activities for all children to access in both the inside and outside areas. Children are inspired to take part in making obstacle courses and thoughtfully do so for the other children to have a go on. This effectively supports them to develop their larger muscle and motor skills and their social development. There is a well-embedded setting culture around everyone's wellbeing. Leaders support staff's wellbeing, and in turn, staff build strong, secure relationships with the children at the setting. This then promotes and maintains children's wellbeing. Staff follow safe sleep guidance for young children's nap time. Mealtimes are focused around getting children together and enjoying the balanced and well-thought-out food on offer, which is cooked fresh on-site every day and which the children serve themselves. Children are supported to effectively manage their own emotions through quality interactions with staff and their peers. Staff focus on helping children understand the possible risks of using digital technology and how to keep safe online through age-appropriate stories and resources, which are shared with parents and used at home through the 'home working bags'. Inclusion Strong standard Leaders and staff work hard to consistently support and reduce barriers to children's learning and care. This is particularly true for those with special educational needs and/or disabilities (SEND) and those known to children's social care. This is due to having effective relationships with families to support them. Parents offer their praise for this. Leaders ensure effective use of early years pupil premium funding. They consider each child's needs and next steps in their learning. They ensure this has a positive impact on the children in their setting. Staff undertake robust assessments to identify the needs of children quickly and effectively, using their key-person approach. This is overseen by leaders. Leaders ensure Expected standard there is a focus on inclusion at the setting. This is well thought through and adopted by staff. For example, they make careful adaptations at their planning stages so that all children can access the full curriculum on offer. Staff are highly skilled in supporting children with SEND. There is a proactive approach to training and development relating to this. The setting works with external agencies to ensure it meets children's needs and implements the advice given. They are all working together to ensure the best outcomes for children in their care. Achievement Expected standard Children with special educational needs and/or disabilities and those known to children's social care achieve well from their own starting points. Children typically develop well across all 7 areas of learning and enjoy the learning offer available to them. The children are confident in exploring the setting, both inside and outside. Generally, children develop their communication, but sometimes young children continue to try and speak with dummies in their mouths and do not progress their language skills effectively. Children are typically ready for their next step of development, for example moving rooms or going to school. They learn useful independence skills such as putting on their own coats. The children enjoy taking ownership of this. Behaviour, attitudes and establishing routines Expected standard Staff know children well and build strong relationships with them and their families. Parents comment that through changes to management, staff have thankfully always maintained these good relationships. Leaders are keen to address the importance of children's attendance and have systems in place to track and monitor it. Leaders particularly know the value that consistently attending the nursery brings, especially for those who are disadvantaged. Behaviour and attitudes from the children typically meet the setting's expectations. Staff usefully model inclusive, respectful and caring attitudes to children. Staff support families to understand the setting's expectations for children's behaviour and beneficially help parents to support children's behaviour at home as well. Staff set up and support a range of games and activities for the children to access independently and work at collaboratively. Staff then model suitable exploration and expectations. However, one of the rooms is an open-plan learning environment that is loud and difficult at times for children to hear and follow instructions. This makes it hard for staff to meet children's needs and support their communication and language development as much as possible. Additionally, leaders should review key transition points during the day, such as mealtimes, to ensure they are effective for all ages of children in their care. Curriculum and teaching Expected standard Leaders prioritise children's physical, personal, social and emotional development. They ensure the environment is set up both inside and outside to support this. The curriculum has a strong base, and all staff are aware of what the intent is and the associated impact on the children's next steps in learning. In a sand tray activity, staff offer different tools to ensure they support children of all ages to grip and develop their strength. Staff support children's mathematical development as children are encouraged to count before jumping off the obstacle course. Staff do not ensure that when speaking with children that their dummies are removed. This does not support children's communication development and affects their production of speech sounds. Staff make use of online tools to support them to undertake assessments. They make sure they are all aware of children's abilities to help them tailor their teaching and interactions. Staff change the environment to match the children's interests and their next steps in their learning. For example, babies enjoy exploring play dough by making footprints with toy dinosaurs, supporting their physical development and fine motor skills. Leaders have high ambitions for developing their curriculum for children, and they make use of local resources to support all children. However, leaders do not ensure that they promote people and communities beyond children's own in the curriculum offer. Leadership and governance Expected standard The setting has gone through a change of management. However, the company has ensured there has been an effective handover to new management. This has not negatively impacted the day-to-day running. Leaders are ambitious about the next steps for the setting and have already identified areas for improvement. They have considered the workload of the new management to ensure it is appropriate and that support is in place during their induction period. The setting's management is focused on the wellbeing of staff, including implementing wellbeing surveys and optional journaling opportunities. This will support management to meet the needs of staff. Staff are offered professional development opportunities, including through the local authority training offer. Staff comment on how this supports them to gain the knowledge and skills for their jobs. The setting has suitable ideas for supporting those with special educational needs and/or disabilities and how they plan to spend pupil premium money. This is around ensuring children and their families are at the centre of the decisions they make. They also make sure they are using external professionals to help support children's additional developmental needs. They promote strong working relationships to benefit children's progress and help them reach their potential. What it's like to be a child at this setting Children at Kids Planet Altofts feel welcomed and safe, whatever their background or individual needs. Staff know children well and create strong bonds with them quickly, which supports children's transition into the setting. Children develop trust and feel secure at the setting. Staff also use their knowledge of the children well, such as what each child's next stage of development is, and consider their interests. Therefore, they create an engaging learning experience for the children. Some of the children move across from the providers of other settings, and staff take proactive steps to support the children through this move. They also support children who are new to the setting just as well, through a similar approach of working closely with parents to get to know children's needs. Leaders and staff also offer support for families, such as advice and guidance on online safety and toilet training through home packs. They meet the needs of the children in their care, particularly those who are disadvantaged and those with special educational needs and/or disabilities, as they break down any barriers to children's learning with their child- centred approach in collaboration with families. There is a keen approach to children's regular attendance at the setting. Leaders are aware of the benefits of this and support it well. Children are encouraged to develop a sense of independence while at the setting including serving themselves during mealtimes and putting on their own coats, gaining useful skills for life. Next steps Leaders should enhance the way they promote people and communities beyond children's own experiences in their curriculum offer. Leaders should review key transition points during the day, such as mealtimes, to ensure they are effective for all children in their care. Leaders should build on staff interactions to ensure that teaching is highly focused on developing children's communication and language. About this inspection The inspector spoke with leaders, staff, the special educational needs coordinator, parents/carers 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 Inspector: Toby Hammond About this setting Unique reference number (URN): 2807308 Address: Oap Hut Behind The Working Mens Club Church Road, Altofts Normanton West Yorkshire WF6 2QS Type: Childcare on non-domestic premises Registration date: 10/09/2024 Registered person: Kids Planet Day Nurseries Limited Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 Local authority: Wakefield Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 15 January 2026 Children numbers Age range of children at the time of inspection 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. A quality assurance visit by an additional inspector was carried out at this inspection. 1 to 4 Total number of places 38 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. This publication is available at https://reports.ofsted.gov.uk. Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn. Piccadilly Gate Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted © Crown copyright 2026 © Crown copyright