Kids Planet Spondon

Kids Planet Spondon
Unique reference number (URN): 2761782
Address: Kingfisher Day Nursery, 38 Chapel Street, Spondon, Derby, DE21 7JP
Type: Childcare on non-domestic premises
Registered with Ofsted: 25/01/2024
Registers: EYR, CCR, VCR
Registered person: Kids Planet Day Nurseries Limited
Inspection report: 30 January 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.

Expected standard
Achievement Expected standard
Children make positive progress in their physical skills. Babies learn to walk and reach when
popping bubbles. Children learn to ride balance bicycles and pull toy trailers. Additionally,
children learn how to use tools, such as tweezers. Children enjoy exploring dough,
imprinting, squeezing and pinching. They build their smaller muscles and independent skills.
Additionally, children develop their physical skills on regularly visits to their local park.
Those children known to social care build deep bonds with staff in a short period of time.
They are becoming more confident and seek out staff for comfort. Further to this, children
show confidence and enjoyment singing and dancing to songs. Children joyfully ask to
repeat stories, where they talk about the pictures in the book. For example, they count the
images. However, although, children are making typical progress in their communication and
language skills, they are not yet receiving support to make more rapid progress in this area.
Behaviour, attitudes and establishing routines Expected standard
Children learn to get along with others. Staff give opportunities for children to share. For
example, staff encourage children to work together to combine ingredients in a bowl.
Children work well as a team. Staff reinforce kindness to help children develop their
understanding of how to treat others. Additionally, leaders and staff plan opportunities to
have a regular presence in the community. Children meet unfamiliar adults and children,
building their confidence and social skills further.
Children also build positive bonds with staff, where children listen and respond positively to
the their expectations. Children know to wash their hands before mealtimes, lining up at the
gate and waiting for their turn. When children struggle to wait, staff distract children with
their interests, making waiting enjoyable. Staff model positive behaviour and praise children
regularly, which encourages them to make appropriate choices. However, on occasion, staff
do not give children enough time to think or respond. This impacts on children feeling heard
and causes some to disengage. This affects children's attitudes to learning at times.
Leaders work closely with parents and carers to support children's attendance and
punctuality. Parents know what to do when their children are absent through shared policies
and procedures. Leaders track children's attendance and follow up on unexplained
absences promptly to maintain children's safety. Leaders are flexible with parents who have
different shift patterns and those living a distance away. This supports punctuality while
ensuring children receive their eligible hours.
Children's welfare and wellbeing Expected standard
Leaders and staff support transitions well. They work with parents and carers on flexible
transitions to support the needs of all children. This ensures that all children feel comfortable
and confident moving to the new setting. Leaders and staff have carefully created a
transition plan. They allow time for children to spend with their new key person in their old

and new environment. Leaders and staff also share information on children's learning to the
setting. This supports continuity in children's care and education.
Staff support children's emotional development. They name feelings in the moment,
supporting children's understanding. When children show signs of tiredness, staff are
responsive to their needs. Staff offer regular cuddles to support children to manage their
emotions. Children feel safe due to the effective relationships they form with their key
person.
Leaders and staff have put in place effective care practices. For example, leaders gather
information from parents on their children's sleeping routines. Children have their own
individual method to support sleep practices, such as using home comforters. Staff also
seek children's consent before nappy changes. This teaches children personal boundaries
from a young age. Children understand their body belongs to them. Children also learn how
to keep their body healthy. Leaders share toothbrushing advice and resources with parents,
so they can help their children to learn about good oral hygiene.
Curriculum and teaching Expected standard
Leaders and staff know what they want children to learn and do next. They follow children's
lead and interests. For example, when children are trying to build with blocks, staff model
balancing and counting skills. Children copy. Staff also skilfully adapt planned activities to
ensure that all children can access them. For example, they prepare a tray of the same
resources at a lower level for babies.
Leaders and staff prioritise children's emotional development. Staff regularly comfort and
reassure children when showing signs of upset. They have also adapted their teaching to
support those children known to children's social care. For example, staff prioritise their
teaching to embed consistent routines. In the short period of time attending, children feel
safe and secure.
Leaders have an ambitious curriculum that focuses on children's communication and
language. Staff expand language, comment and use age-appropriate questions. They
typically adapt their interactions to meet the needs of the children. Staff use simple words
when babies point to objects to reinforce or introduce new language. Generally, staff also
support younger children through modelling longer phrases or sentences to support their
development. However, on occasion, staff do not consistently embed high-quality teaching.
For example, staff do not always give children enough time to respond or model manners
consistently during opportunities such as mealtimes. Leaders regularly monitor staff's
practice, although there is not a consistently sharper focus to support a higher quality of
teaching.
Inclusion Expected standard
Leaders and staff attend training, which helps them to be knowledgeable about identifying
and accurately assessing children's development. They identify appropriate next steps in
children's learning. Staff regularly monitor children's learning and development and know
when to raise concerns to leaders. Staff work with leaders to put in place appropriate
support. For example, they work together to use early years additional funding to support

children's individual needs. Staff provide additional sensory toys to help engage children
through their interests and model language alongside. However, staff from time to time do
not ensure that children are secure in their knowledge and on occasion, move on too quickly
in children's learning. This does not consistently reduce gaps in children's development.
Leaders have not consistently put in place specific support to develop staff's practice further.
Leaders support all children well, especially those who are vulnerable, such as children
known to children's social care. They collaboratively work with carers to support children's
needs. Leaders have ongoing conversations to ensure that the support put in place is
relevant and effective. Children make positive progress. For example, when transitions
typically take place, leaders and carers discuss adaptations to allow children more time to
settle. This helps children to feel secure in new surroundings. Leaders also know how to and
have previously worked collaboratively with outside agencies and professionals to support
the needs of all children.
Leadership and governance Expected standard
Leaders and staff regularly reflect on the care and education that they have to offer. They
identify strengths and areas of improvement and put in place changes. For example, leaders
are in the process of improving their outdoor provision. They have already implemented
change, such as investing in a greenhouse to support children's understanding of the world.
Leaders proactively put in support for those children known to social care. Leaders gather
information from parents and carers before they attend to support the needs of the children.
Leaders and parents work collaboratively through ongoing communication. For example,
when parents share concerns of a dietary intolerance, leaders immediately put in place
changes to their menu and provision. This means that children's needs are actively met.
Leaders and staff also share children's learning with parents to support their learning at
home.
All staff feel well supported by leaders. Leaders ensure that staff have enough time to
manage workload. Staff feel empowered to put forward ideas to enhance the provision. For
example, staff have recently implemented enhancements to their provision to share support
for parents' mental health. Leaders also ensure all staff complete mandatory training to keep
their professional development up to date. However, leaders do not consistently put in place
training specifically to meet the needs of children. They have not tailored support for staff to
develop their practice further, ensuring that all children make the best possible progress.

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 are happy and confident. They settle well into the setting when leaving their
parents and carers. Children show that they have a sense of belonging in the setting. Staff
encourage children to make choices in their play and during mealtimes. Young children, as
well as babies, express their likes and dislikes positively. Leaders and staff prioritise getting
to know children. Children develop trusting relationships, which supports their confidence,
especially for those children known to social care. Children freely explore toys and
resources that interest them and enable them to follow their own play ideas.

Inspector:
Amy Johnson (EM)
About this setting
Unique reference number (URN): 2761782
Address:
Kingfisher Day Nursery
Children develop their language skills well. Staff model new vocabulary to build on children's
knowledge and understanding. For example, staff name and describe different foods when
children explore resources in the dough. Children repeat words and enjoy smelling the
different scents. Children sustain their attention and interest. Staff skilfully follow children's
lead. For example, when babies show an interest in the rolling pin, staff model how to use
and how to make marks in the dough, which babies copy. Throughout, staff narrate their
own and children's play. Overall, this supports children to develop their communication and
language skills well. Further to this, staff are positive role models. They model sharing
resources to support children to work together.
Children begin to develop their independence skills at a young age. Staff support children to
do things themselves through purposeful interactions and activities. For example, children
learn to self-feed during mealtimes, wash their hands and take off their own shoes.
Throughout, staff model to children how to succeed and praise children's efforts. Children
have positive attitudes to learning, where they keep trying and are becoming more resilient.
Next steps
Leaders should take steps to ensure that staff consistently embed high-quality teaching to
support children to make rapid progress.
Leaders should tailor professional development for staff to develop their practice further.
About this inspection
The inspector spoke with leaders, practitioners, the special educational needs and/or
disabilities coordinator, parents and 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
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.

38 Chapel Street, Spondon
Derby
DE21 7JP
Type: Childcare on non-domestic premises
Registration date: 25/01/2024
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: Derby
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 30 January 2026
Children numbers
Age range of children at the time of inspection
1 to 2
Total number of places
20
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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