URN 2833594 · Inspected 2026-09-17 · Published 2026-10-16 · Inspector: Judith Rayner
Kids Planet Country Park Unique reference number (URN): 2833594 Address: Kids Planet Day Nurseries, 11 Woodchurch Road, Arnold, Nottingham, NG5 8NJ Type: Childcare on non-domestic premises Registered with Ofsted: 06/03/2025 Registers: EYR, CCR, VCR Registered person: Kids Planet Day Nurseries Limited Inspection report: 17 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 are kind and caring with the children. They are highly focused on including all children in the activities and experiences that are on offer. Staff help all children, including those with special educational needs and/or disabilities, feel involved, respected and valued. Leaders and staff quickly recognise and adapt activities to support all children. This significantly helps children to follow the very well-embedded expectations in place. Leaders and staff understand the impact that poor attendance can have on children's outcomes. They swiftly follow up any non-attendance and encourage parents to build on, and highly promote the importance of, their children's regular attendance for their future education. Leaders and staff skilfully help all children who may struggle to regulate their emotions in a safe way. Children have since significantly improved their methods of independently regulating their emotions safely. Staff praise children at every opportunity, which helps to raise all children's confidence and self-esteem quickly. Children are kind to one another and are respectful of their individual needs. Staff use sign language to help all children to communicate in a polite and well-mannered way. Babies confidently use this strategy when they receive a toy to play with by signing and attempting to say, 'thank you'. Inclusion Strong standard Leaders and staff use their observations of children's play to identify any gaps in their learning. They quickly seek support from other professionals and decisively break down barriers, narrow gaps in children's learning and support their development further. Children benefit immensely from these consistent experiences to support their all-round needs. The key-person system in highly effective as they know the children they care for extremely well. Leaders and staff understand the value and importance of working with parents. They gather relevant and in-depth information from parents about their child before they start attending. Leaders and staff make the communication and exchange of information a key factor in partnership working. They decide together how best to use any additional funding children receive. For example, additional resources are purchased and used extremely well to support children who struggle to regulate their emotions and maintain concentration. Children now recognise when they need to seek out such equipment to help them, for example, remain focused and build on their knowledge during story time. Expected standard Achievement Expected standard Children demonstrate growing resilience and exploration during their play. They are becoming confident communicators. Children learn new words, building on their range of vocabulary. They happily engage in running commentary, songs and rhymes with staff. Children typically gain the skills they will need for their eventual move on to school. For example, to support their physical development and independence, older children demonstrate confidence as they use small jugs to pour water into open cups and serve their own food at mealtimes. All children, including those who have special educational needs and/or disabilities, and those facing disadvantage, typically achieve well given their starting points. Children's welfare and wellbeing Expected standard Leaders and staff promote clear and well-embedded routines for hygiene, mealtimes and sleep that create a safe and secure environment for all children. Leaders and staff work closely with parents to ensure all children's personal care routines and needs are respected and met appropriately. Children are closely watched by staff, who carry out safer-sleeping and safer-eating practices to support children's wellbeing and safety. Occasionally, the organisation's policies and procedures to support children's welfare and learning are not consistently followed or clearly understood by all staff. Particularly in regard to some equipment and resources used by very young children. Leaders, in this instance, act extremely swiftly and immediately eliminate any potential hazards to children during the inspection. Leaders and staff ensure children experience plenty of time outside in the fresh air to promote their health and overall development. For example, babies enjoy exploring with their senses as they splash in water filled with flower petals. Toddlers ride on trikes and explore different textures, such as compost, herbs and other natural resources. Curriculum and teaching Expected standard All children, including those who have special educational needs and/or disabilities, and those facing disadvantage, continue to make progress. Leaders make sure staff provide a curriculum that is carefully thought out, covers the 7 areas of learning and supports all children's learning and development. Staff provide children with a balance of time for them to explore by themselves and be involved in more-focused activities lead by staff. Staff plan enjoyable activities and experiences, such as play dough and painting with natural resources to enhance children's sensory development. Overall, staff provide high-quality interactions and engagement with all children. Occasionally, children are not consistently provided with the support they need by staff to build more quickly on what they already know and can do. For example, during a practical toothbrushing activity, staff do not consistently use effective teaching skills to help children to expand on their knowledge and understanding of oral hygiene further. Staff make the most of children's play to support their mathematical development. Babies hear language used by staff, such as 'up' and 'down', when they climb equipment. Toddlers point out and count the characters and figures in a story book. Older children explore different shapes naming them confidently, such as triangle, square and circle. Leadership and governance Expected standard Leaders are very reflective and actively seek to make improvements at the setting. They quickly identify areas for improvement and take swift action, from their observations of staff practice to promote children's welfare and learning. They recognise that not all staff are confident and clear on how to consistently implement the organisation's policies and procedures on equipment and resource usage. Leaders support children's learning and development across the whole nursery. Overall, leaders show considerable dedication and commitment to providing high-quality care and education to children and their families. Leaders complete regular appraisals with staff and check in on their wellbeing throughout each day. A wide range of training and support is available for all staff. This builds staff confidence, morale and self-esteem, which in turn helps to create a positive environment for children to play in. Effective partnerships with parents and carers are in place. Leaders and staff adapt sessions to accommodate the changing needs of families in order to support outcomes for children. The continuity of care meets the needs of the children. This is because leaders and staff understand the importance of regularly sharing information with all those individuals involved in the children's care, including other early years professionals. Parents comment that they receive regular updates from staff about how well their child is developing and what they need to learn next. 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 arrive happily at this welcoming and friendly nursery. They settle quickly into their designated rooms and explore a varied range of interesting activities and resources. Leaders are focused on providing children with high-quality care and education. Children's interests are respected by staff who plan an ambitious curriculum based around them. For example, staff provide activities for children to explore dinosaurs, and read children's favourite stories to them enthusiastically. All children enjoy playing outside. Babies learn to develop their gross motor skills as they sit in an upturned wooden arch and rock themselves to make the piece of equipment move. They sing, 'row, row' as they move from side to side. Toddlers practise throwing bean bags through holes. They beam with delight and clap their hands when they succeed. Older children use trikes as they manoeuvre themselves around objects with confidence. Children, including those with emerging special educational needs and/or disabilities, are supported well. They are building very trusting relationships with their key person, which supports a strong sense of belonging. Inclusion for all children is promoted very effectively. Staff work highly efficiently to help all children to feel safe, secure and ready for learning. All children are supported extremely well by staff to help them build relationships with their friends. They quickly learn how to take turns and share toys during play activities. Children behave exceedingly well. Children learn to manage risks safely. For example, older children learn to use hammers, as they safely smash flowers to create an explosion of colour. Children are supported by staff to build on their communication and language development well. For example, babies demonstrate their understanding of questions asked by staff. They listen and respond by saying, 'water out' when asked by staff if they would like to play with water. Inspector: Judith Rayner About this setting Unique reference number (URN): 2833594 Address: Kids Planet Day Nurseries 11 Woodchurch Road, Arnold Nottingham NG5 8NJ Type: Childcare on non-domestic premises Registration date: 06/03/2025 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: Nottinghamshire County Council Next steps Leaders should strengthen staff's professional development to help them understand the implementation of the organisation's policies and procedures regarding the use of equipment and resources. Leaders should continue to develop staff practice to further strengthen high-quality teaching and interactions across the nursery. About this inspection The inspector spoke with leaders, practitioners, the special educational needs coordinator, parents 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. Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 17 September 2026 Children numbers Age range of children at the time of inspection 0 to 3 Total number of places 60 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. 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