Kids Planet Jack Straws Lane

Kids Planet Jack Straws Lane
Unique reference number (URN): 2641065
Address: 32a Jack Straws Lane, Headington, OXFORD, OX3 0DW
Type: Childcare on non-domestic premises
Registered with Ofsted: 05/07/2021
Registers: EYR
Registered person: Kids Planet Day Nurseries Limited
Inspection report: 9 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
Achievement Strong standard
Children develop particularly well in communication skills. They become increasingly
confident in expressing their needs, sharing ideas and engaging in conversations with
others. Children develop independence, resilience and problem-solving skills through rich
and first-hand experiences. This includes valuable outdoor learning opportunities, forest
school and opportunities to explore their local community, such as outings to the funfair and
the local residential home. Older children show genuine enthusiasm for the food they have
helped to prepare. They eagerly try new flavours and develop a broader taste as they enjoy
their lunch. Babies demonstrate secure attachments. They eagerly develop their strength,
coordination and mobility and explore their surroundings with curiosity. Children, including
those with special educational needs and/or disabilities and those who face other barriers to
learning, develop the knowledge and skills they need to thrive and move successfully to
their next stage of learning.
Children make notable progress from their individual starting points, towards carefully
identified and achievable next steps in their learning. They develop the essential skills
needed for future learning, including confidence, regulating their feelings, social skills and
increasing independence. Children benefit from their achievements being recognised and
celebrated. From the youngest children to those preparing for school, children flourish. They
leave the setting well prepared for their next stage, with the knowledge, listening skills and
positive attitudes they need to continue learning successfully.
Behaviour, attitudes and establishing routines Strong standard
Children behave extremely well and develop positive attitudes towards their learning in a
calm environment. They understand familiar rules and boundaries and respond positively to
the clear expectations. Children play harmoniously and collaboratively, showing empathy
and consideration for others. They develop secure, warm and respectful relationships with
staff.
Staff respond sensitively to children's individual needs. They use consistent approaches to
help children regulate their emotions and understand appropriate behaviour. This enables
children to develop increasing self-control and confidence in managing social situations.
Routines are clear, familiar and well established. This helps children to feel secure and
understand what is expected of them throughout the day.
Children move confidently between activities and engage purposefully in their play and
learning. Staff follow children's interests and respond flexibly when their engagement
changes, while maintaining clear expectations and boundaries. Staff understand children's
individual circumstances and additional needs. They make appropriate adaptations to help
all children to participate successfully.
Leaders and staff promote the importance of regular attendance, supporting children to
benefit fully from the setting's curriculum and develop secure relationships. Consequently,

children demonstrate positive attitudes, increasing independence and respect for others.
This provides a successful foundation for their continued learning and development.
Children's welfare and wellbeing Strong standard
Staff provide warm and attentive care that helps children to feel safe, secure and valued.
Babies develop secure attachments with familiar adults, who respond sensitively to their
cues. Staff provide reassurance, cuddles and songs that support babies' emotional security
and growing communication. They thoughtfully adapt care routines to children's individual
needs and circumstances, including flexible routines for babies based on their sleep and
feeding patterns.
Children receive support to develop healthy lifestyles, physical skills and increasing
independence. The extensive outdoor garden areas give children regular opportunities to
run, climb, balance and negotiate uneven surfaces, while staff support them to take
manageable risks safely. Older children develop a positive understanding of healthy food.
For example, they grow, pick and prepare vegetables such as onions, cucumbers and
tomatoes before helping to make their lunch. Children learn about food, safety and hygiene
while washing their hands, serving themselves and making healthy choices.
Children with special educational needs and/or disabilities receive carefully tailored support.
Staff respond sensitively to children's individual needs, providing support beyond their basic
care needs when additional help is required. They work closely with families and specialist
professionals to understand and meet children's individual physical, sensory and
developmental needs.
Children develop secure relationships with staff. They receive encouragement to recognise
and express their feelings, develop confidence and become increasingly independent. As a
result, children are happy, secure and increasingly resilient, with a positive sense of
emotional and physical wellbeing.
Curriculum and teaching Strong standard
Leaders have established a well-designed, ambitious and coherently sequenced curriculum.
Staff have a secure understanding of children's individual learning needs. They know how to
deliver a rich range of experiences to support children's curiosity, confidence, independence
and resilience as they explore, investigate and solve problems. Staff use assessment
effectively to identify children's starting points, recognise gaps and plan appropriate next
steps in the children's learning.
Leaders and staff integrate outdoor space meaningfully into the curriculum. They plan the
nursery garden as a purposeful extension of the learning environment. Staff skilfully use the
outdoors to deepen children's understanding of nature and the world around them.
Staff use high-quality interactions to ensure children with special educational needs and/or
disabilities and those facing other barriers to learning receive support through thoughtful
adaptations and focused teaching. This enables these children to participate fully and make
progress.

Staff place a sustained emphasis on supporting children's communication and language.
This underpins staff practice through everyday interactions, modelling and repetition. Staff
skilfully encourage children's voices, giving them time to respond and encouraging them to
share their ideas.
Staff keep parents and carers well informed about the curriculum and their children's
progress through daily communication, parents' meetings and informative handovers. This
enables children's learning to be continued at home. Leaders demonstrate a deep and
secure understanding of the curriculum and drive a continual focus on delivering ongoing
training, ensuring consistently high-quality interactions. This results in teaching that has a
clear impact on children's learning.
Inclusion Strong standard
Children benefit from a highly inclusive approach in which leaders and staff know them well.
Leaders and staff take prompt action to identify and reduce barriers to children's learning or
wellbeing. Children with special educational needs and/or disabilities receive well-targeted
support that reflects their individual needs. Leaders make effective use of additional funding
and specialist advice. Staff work closely with external professionals and families to put
appropriate strategies and resources in place. For example, staff have worked extremely
effectively with specialists to support children's communication and physical and other
health needs. This enables all children to participate fully in the life of the nursery.
Children who may face other barriers to their learning receive sensitive support. Children
receive encouragement to develop a positive sense of belonging and are consistently
valued for who they are. Staff keep parents and carers well informed and actively involve
them in supporting their children's learning and development.
Children benefit from an environment where difference is welcomed and everyone is
included. Families are welcomed into the life of the nursery through celebrations, events and
regular communication. This helps children to build positive relationships and a shared
sense of community. Leaders make decisions in the best interests of all children. They are
keen to strengthen even more how the nursery embraces different cultures and supports
children with different linguistic backgrounds, particularly given its diverse community.
Leadership and governance Strong standard
Newly appointed leaders have quickly provided ambitious direction and a clear focus on
achieving the best outcomes for all children. Leaders have high expectations of themselves
and their team. They have established a culture of continuous improvement, where staff are
encouraged to reflect on their practice and contribute to the ongoing development of the
setting. Leaders understand the setting's strengths and areas for development. They use
this knowledge to respond to changing needs and improve provision. Their decisions are
consistently rooted in children's best interests, including those with additional needs.
Leaders have robust systems for supervision sessions, monitoring staff performance and
checking ongoing suitability. They identify staff's individual training needs. Leaders provide
bespoke professional development that builds staff expertise and has a positive impact on
children's experiences. Staff receive encouragement to undertake further qualifications,

including higher-level training, to develop their knowledge, skills and career pathways.
Recent training in outdoor learning, early years practice and child development has
strengthened staff understanding and practice. Staff feel valued and supported.
Leaders prioritise staff wellbeing and workload through open communication, flexible
support and opportunities for staff voice. They value contributions from across the team and
recognise staff achievements. Parents and carers are engaged effectively in supporting
children's learning and wellbeing. Positive links with external agencies, universities and the
local community enrich children's experiences. Consequently, leadership is highly effective
in creating a positive, professional culture in which staff feel supported, valued and
motivated to improve.
What it's like to be a child at this setting
Children are happy, confident and secure at this nursery. They develop warm and trusting
relationships with staff, who know them well and understand their individual interests, needs
and circumstances. Children separate confidently from their main carers and quickly engage
in activities. They show that they feel safe, welcomed and valued. Staff respond sensitively
to children's cues and provide reassurance when needed. This helps children to develop
secure attachments and a positive sense of belonging.
Children benefit from a rich and ambitious range of experiences that develop their
knowledge, skills and confidence. The extensive outdoor provision gives children particularly
valuable opportunities to explore, investigate and take manageable risks. Pre-school
children grow and harvest food, prepare vegetables and help cook their lunch. This helps
them to develop independence, physical skills, confidence and an understanding of where
food comes from. Babies and younger children delight as they explore many sensory
experiences, such as musical instruments, interactive books and a wide range of different
materials. They develop curiosity, communication and early problem-solving skills.
Children are purposefully included in all aspects of life at the setting. Staff know individual
children well and adapt routines, experiences and support to reduce barriers to learning and
participation. Children with special educational needs and/or disabilities benefit from
carefully coordinated support and close partnership working with parents and carers and
specialist professionals. All children participate collaboratively alongside their peers and
make progress from their individual starting points.
Children develop positive attitudes to learning and to one another. They learn to understand
expectations, manage their feelings and behaviour, share resources and collaborate with

Inspector:
Anneliese Fox-Jones
About this setting
Unique reference number (URN): 2641065
Address:
32a Jack Straws Lane
Headington
OXFORD
OX3 0DW
Type: Childcare on non-domestic premises
Registration date: 05/07/2021
others. Staff model kindness and respect and support children to become increasingly
independent and resilient.
Children thrive because leaders maintain high expectations and continually seek to improve
quality. Parents are highly engaged, and children benefit from a positive sense of community
and belonging. Children leave the nursery confident, valued and well prepared for their next
stage of learning and education.
Next steps
Leaders and those responsible for governance should sustain their work to ensure
continued improvement and high standards. They should focus on creating a
transformational impact on the outcomes and experiences of those who may face barriers
to their learning.
About this inspection
The inspector spoke with leaders, staff, children, parents and carers, the special educational
needs coordinator and the designated safeguarding lead 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.

Registered person: Kids Planet Day Nurseries Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Oxfordshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 9 September 2026
Children numbers
Age range of children at the time of inspection
0 to 3
Total number of places
62
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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