URN 2593060 · Inspected 2026-09-21 · Published 2026-10-16 · Inspector: Kate Bate Rachel Waterhouse
Kids Planet Stockport Unique reference number (URN): 2593060 Address: 187 Buxton Road, Stockport, Cheshire, SK2 7AA Type: Childcare on non-domestic premises Registered with Ofsted: 13/05/2020 Registers: EYR, CCR, VCR Registered person: Kids Planet Day Nurseries Limited Inspection report: 21 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. Expected standard Achievement Expected standard All children, including those with special educational needs and/or disabilities (SEND), enjoy learning together. They typically build positive relationships with leaders and staff who know them well. Babies learn to settle as gentle adults sing softly to them. They squeal with delight as they dig and roll balls. They bang pots and pans as nurturing staff offer close support and teach them simple rhymes. Babies develop their muscles and form secure attachments. Young children concentrate as they wash the baby dolls together. They talk about making them clean and say they need a tissue to dry them. Children learn about the world around them and make links in their learning. Older children make new friends and pass each other beads to thread on a string. They take turns and talk about what they have done at the weekend. Children grow in confidence as they develop their communication and language skills. They typically close any gaps in their learning and form positive attitudes to each other. Children, including those with SEND and those who may face barriers to learning, make suitable progress. Children are generally well prepared for their next stage of learning. Behaviour, attitudes and establishing routines Expected standard Routines are typically embedded well, and children generally know what is expected of them. This includes all children, including those who may face barriers to their learning and/or wellbeing and those with special educational needs and/or disabilities (SEND). Babies generally settle to sleep well, and young children sit and wait for everyone to be served before they start eating. Older children learn to line up and wait their turn before moving inside. They sit well and listen to longer stories and answer questions about the story. This helps children to learn to focus on what is important. They develop important social skills and make new friends. Leaders and staff set high expectations for all children. Children behave well and learn to follow the rules. This includes children with SEND and those who may face barriers to their learning and/or wellbeing. Leaders ensure staff are trained in different ways to manage behaviour. Staff give children positive praise and are good role models. Children talk about using 'kind hands' and smile widely as they put their own coats on. They proudly show off a shiny wheel they find in the water. Children grow in confidence and typically form positive attitudes to learning. Leaders support families closely and ensure that any patterns in attendance are followed up. This helps to keep children safe. Children's welfare and wellbeing Expected standard Leaders have established policies and procedures that prioritise children's welfare and wellbeing. However, there are some small inconsistencies in practice, and leaders are aware of this. Leaders create a safe and welcoming space where children feel listened to and heard. They work closely with external agencies and families to ensure children's individual needs are typically identified swiftly. This helps children to feel included and form a sense of belonging. Children learn about healthy lifestyles, and parents appreciate how leaders and staff encourage their children to eat a healthy diet. Meals are freshly prepared, and safer eating practices are followed. This helps to keep children safe. Babies feed themselves with a spoon and hold their own cup. Older children are encouraged to hold the big spoon and serve themselves. They learn to pour their own drinks and develop independence and important life skills. Children form positive attitudes about themselves and each other. All children, including those with special educational needs and/or disabilities and those who face barriers to their learning, have regular access to the outside space. Young children ride bikes and kick a ball. Older children run around the cones and wash toy sea lions in the water. Children develop their physical skills as their mental wellbeing is supported. Leaders ensure staff know their children well. Children typically form secure attachments and close bonds with the adults who support them. This helps children to feel safe and secure. Curriculum and teaching Expected standard Leaders have designed a curriculum that typically meets the individual needs of the children. They use assessment tools effectively and understand what children already know and can do. Leaders usually ensure that teaching is precisely focused to meet children's individual needs. However, this is not yet consistent, and some children do not always make as much progress as they could. All children, including those with special educational needs and/or disabilities (SEND), enjoy learning together. Babies develop their communication skills as they sing songs and rhymes with experienced staff. They giggle as they play with balls in the sensory room. Young children eagerly hunt for bugs and look at books about minibeasts. They learn new words and make links in their learning. Older children are encouraged to talk about how they are feeling. They look through a recipe book together and make tea for their friends. Children learn important life skills as they develop socially and emotionally. All children, including those with SEND and those who face barriers to their learning and/or wellbeing, develop typically positive attitudes to learning. Leaders ensure children's physical skills are developed typically well. Babies learn to feed themselves with a spoon and use their own beakers. They receive praise from kind staff as they pull themselves up on safe furniture. Young children use a fork and learn the sign language to ask for 'more'. Older children are guided to serve their own food, put on their own coats and learn how to line up. They develop physical skills and grow in confidence as they learn to do more for themselves. Children are generally prepared well for their next stage in learning. Inclusion Expected standard Children's needs are generally met well. Passionate leaders typically ensure activities are sharply focused on children's interests and learning needs, although there are some small inconsistencies in practice. Experienced staff hide shiny wheels in the water with sea creatures. Children hunt for them and learn to use new words like 'under' and 'behind'. Leaders work closely with manufacturers to design bespoke equipment and resources to suit children's individual needs. This helps to narrow any gaps in children's learning. Children, including those with special educational needs and/or disabilities (SEND) and those who may face barriers to their learning, feel included and make appropriate progress from their starting points. Leaders have high expectations for all children. They are quick to make adaptations and adjust staff practice where necessary to help children feel settled. This includes children with SEND and those who may face barriers to their learning and/or wellbeing. Staff use different techniques to help children feel included. Children typically form good relationships with adults and with each other. Leaders use additional funding thoughtfully and put children at the heart of all the decisions they make. They work closely with families and outside agencies, developing close links in the community. Parents say they feel their children are supported, and they feel included. This helps to reduce any barriers to learning and/or wellbeing that children may face. Leadership and governance Expected standard Leaders have a good understanding of their setting and the families they support. They are aware of their strengths and areas for development. Leaders have a clear plan to ensure that the barriers children face are effectively addressed to ensure consistency of education and care across all rooms. Leaders are reflective and make swift adjustments when needed to adapt teaching to suit all children. This means that all children, including those with special educational needs and/or disabilities (SEND), feel included and make suitable progress across all areas of learning. Leaders manage staff workload well. Staff comment on how they feel supported by leaders. Leaders speak highly of their staff and ensure they receive regular supervisions. They support their staff closely with continual professional development opportunities. This helps to identify areas for growth and has a positive impact on staff practice, equipping them to carry out their role successfully. Parents appreciate the effective communication between home and nursery. They say their children's needs are met well, including those with SEND. Leaders work closely with families and signpost them to local supportive networks when needed. They provide a clothes swap facility and lending library. This helps to continue children's learning at home and supports community links. Leaders ensure additional funding is spent creatively to support children's needs. They work closely with outside agencies to ensure children's needs are typically met well. Leaders have formed effective links with local schools and assist families when completing official paperwork, if needed. Children are given lots of opportunities to visit their new room and move up at their own pace. This helps children to grow in confidence and make new friends. Children, including those with SEND and who may face barriers to their learning and/or wellbeing, are typically prepared well for their next stage in learning. This helps children to settle quickly and supports them to form positive attitudes to learning. 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 welcomed with a smile at this friendly and inclusive setting. Young children run to greet their friends and giggle as they receive a hug from adults. They play with toy animals together and build towers out of blocks. Older children laugh as they lead their parents to their room up the stairs. They talk about how they travel to nursery with their family. Children, including those who may face barriers to their learning and/or wellbeing, typically settle well with the support of caring adults. They feel included and make new friends. This helps children to develop a sense of belonging. Inspectors: Kate Bate Rachel Waterhouse About this setting Unique reference number (URN): 2593060 Children are given lots of opportunities to develop their physical skills. This is a strength of this setting. Babies pull themselves up and climb over small ramps. They giggle as they dig with experienced members of staff. Young children ride bikes and say, 'Ready, steady, go!' They squeal with excitement as they pour water down tubes and collect it in jugs. Older children concentrate as they carefully thread shaped beads onto a string. They learn new skills as they waddle like a penguin outside. Children develop their muscles as they enjoy learning new things. Children, including those with special educational needs and/or disabilities (SEND), usually form positive attitudes to their learning and to each other. Children typically develop their independence skills well. Babies are praised by caring staff as they feed themselves with a spoon. Older children learn to pour their own drinks and use an open-topped cup. They are encouraged to find their own coats and put them on. Older children wait their turn to use the big spoon to serve themselves. Children, including those with SEND, grow in confidence and self-esteem as they develop positive social skills. They are suitably prepared for their next stage in learning. Next steps Leaders should ensure that all policies and procedures are consistently embedded across all rooms. Leaders should ensure that the barriers children face are effectively addressed to enable children to consistently develop positive attitudes and emotional wellbeing. About this inspection The inspectors spoke with leaders, staff, parents and children during this 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. Address: 187 Buxton Road Stockport Cheshire SK2 7AA Type: Childcare on non-domestic premises Registration date: 13/05/2020 Registered person: Kids Planet Day Nurseries Limited Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:30 Local authority: Stockport Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 21 September 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 192 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. 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