URN 2593041 · Inspected 2026-09-15 · Published 2026-10-13 · Inspector: Anna Marshall Louise Jarvis
Kids Planet Knutsford Unique reference number (URN): 2593041 Address: Knutsford Centre, Mobberley Road, KNUTSFORD, Cheshire, WA16 8HY 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: 15 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 Children typically make steady progress in their learning. They build confidence and resilience as they climb and stay physically active. Children learn how to keep themselves safe. They gradually build their independence and ability to focus and pay attention. Children learn how to take turns as they play with water. They build language skills that help them work cooperatively with others. Children develop the skills needed for a successful transition to the next stage in their learning. They gain independence through self-care routines, for example washing hands with support to washing hands independently. Children develop the knowledge and skills needed to ensure a smooth transition to school. Children with special educational needs and/or disabilities achieve well from their starting points. For example, children who play alongside others learn the skills for building friendships. They are supported to reach their goals through small steps, supported by attuned practitioners. Behaviour, attitudes and establishing routines Expected standard Leaders have clear expectations of children's positive behaviour. They work closely with families to support children's regular attendance. Practitioners know the children well and provide tailored support, particularly for children with special educational needs and/or disabilities. Practitioners effectively identify and add additional support when necessary. They identify triggers and create plans to effectively support children to reduce inappropriate behaviours. Practitioners respectfully support and guide children through social challenges. They model and use language to support children to work together. As a result, children play well together, interact positively, and respond well to practitioners' guidance. Practitioners support children to play well together. They support children to build friendships through small-group activities. Practitioners model kindness and care in their relationships with children. They effectively adapt activities to meet children's needs and stage of development. Practitioners intentionally support children to develop their concentration through purposefully increasing activities based on children's interests. However, practitioners have not yet fully embedded routines, particularly around lunchtime. This means that at times, some children have to wait longer before eating. Children's welfare and wellbeing Expected standard Leaders and practitioners have created a warm and welcoming space for children and their families. They actively support and promote children's development. They focus on promoting children's wellbeing and mental health. For example, leaders and practitioners provide consistent access to the outdoors, support children's overall wellbeing and provide positive learning experiences. Leaders support practitioners in implementing safe sleeping arrangements. Practitioners ensure that children are effectively supervised during mealtimes and during sleep times. For example, practitioners sit facing children while eating. They remain present and support children as they go to sleep in a cot or bed. Practitioners support children to develop their understanding of risk and how to keep themselves safe during play. For example, practitioners effectively support toddlers as they climb the climbing wall. They observe and are nearby for support if needed. Practitioners have clear risk assessments in place. They ensure these are implemented effectively daily. Practitioners typically support children to take part in hygiene practices with increasing independence. For example, toddlers are encouraged to find their own water bottles using their photos. Practitioners generally work well together to ensure that the key-person system meets children's needs. They build effective relationships with children and support them to feel safe and secure. For example, children seek out their key person for comfort and support or to share moments of joy. Curriculum and teaching Expected standard Leaders have a clear understanding of the curriculum. They support children to build effective relationships, develop independence and build their physical confidence. Practitioners give extended time for children to explore the outdoors. For example, children build their upper body strength through using monkey bars and carrying tyres. Leaders and practitioners typically teach the curriculum well. They sequence children's learning to build on what they know and can do. For example, practitioners support toddlers to count as they scoop water, while pre-school children are supported to recognise numerals. Leaders have clearly identified areas for improvement. For example, they have identified that they can strengthen how they support children to explore cultures. Leaders and practitioners assess children's learning and monitor their progress. Practitioners typically identify clear next steps that are age- and stage-appropriate. They ensure that plans for children with special educational needs and/or disabilities are tailored to meet their specific needs. Practitioners have created a safe and warm environment where children are confident to play in small groups. They support children to express their feelings and ideas. Practitioners provide open-ended materials to support children's creativity and problem-solving skills. For example, children work together using crates and tyres to make an ice-cream van. Inclusion Expected standard Leaders clearly identify children's needs. They have clear and effective plans in place to support children with special educational needs and/or disabilities (SEND) to make progress in their learning and development. Leaders understand children's needs and use funding to remove barriers to children's learning. For example, they buy resources to support children's learning at home. This ensures that there is continuity of learning for children to make secure progress. Leaders ensure an ongoing cycle of review for support plans. This ensures that children's progress is monitored and practices adapted to meet their changing needs. Leaders typically work well with parents and carers to identify barriers to children's learning. However, they do not always adapt their practice to support children with dual languages or work effectively with these families to provide support and guidance. As a result, practitioners do not always meet the needs of children with dual languages. Leaders and practitioners work well with external agencies to provide support for children with SEND. They implement guidance effectively and use it to inform teaching strategies. Leaders connect with local schools to support children with SEND to transition smoothly. Leadership and governance Expected standard Leaders have a clear understanding of the setting's context, including the immediate community. They clearly understand the areas for improvement in the setting. Leaders ensure that practitioners engage in professional learning opportunities that are tailored to meet their individual needs. They support practitioners to develop their passions and interests in the early years. Leaders place a high importance on staff wellbeing. They provide additional support and adapt their approach to meet the staff member's individual needs. Leaders provide practitioners with ongoing coaching and mentoring. They support practitioners to be reflective and critical of their practice. This ensures that there is a continual focus on improvement. Leaders engage with professionals and other agencies positively. They work effectively to support children with special educational needs and/or disabilities to ensure that they receive the support needed to have successful transitions to school. Leaders typically work well with parents and carers. They support parents and the community through charity events, raising awareness and funds for specific causes. They ensure that there is effective communication about children's learning and development. Leaders ensure that parents have regular opportunities to share information relating to their child's development. They offer support and guidance around developmental milestones. For example, leaders provide take-home packs focusing on areas of development, such as toilet training. These provide parents with information to empower them at different developmental stages. However, leaders have not fully embedded parent partnerships when working with parents from diverse backgrounds. This means that sometimes children may struggle to settle and develop a sense of belonging. 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 warmly welcomed by familiar practitioners. They are supported to stay safe and have secure relationships with their key person. Children seek their key person for cuddles and to share their achievements. They excitedly talk about and model the hats they have created. Children eagerly explore the garden area, where they can climb, run and jump. They learn how to manage risks as they move and build with tyres, crates and building blocks. Babies and children gradually build independence that is age- and stage- appropriate. Babies learn how to feed themselves with spoons, while pre-school children serve their own food and use a knife and fork. Leaders have not yet embedded routines around lunchtimes. Children with special educational needs and/or disabilities are well supported to take part in daily activities. They have their sensory needs met in a variety of ways. Children explore water, climbing, jumping and swinging to support them to self- regulate. Children play extremely well together. They have secure friendships and seek out their friends as they ride bikes and create an ice-cream van. Children communicate confidently as they share their ideas and thoughts. They are supported to build and develop their speech as practitioners describe the marks that they make while painting. Children build resilience and a 'can-do' attitude as they use blocks to build towers. Parents and carers are warmly welcomed into the nursery. They work in partnership to support their children's learning. Parents have access to home learning packs to support children's developmental milestones, such as toilet training. Leaders are establishing connections with families from diverse backgrounds. Children are supported to behave positively with their peers. They are increasingly capable of managing their own impulses. Children are supported through age- and stage-appropriate Inspectors: Anna Marshall Louise Jarvis About this setting Unique reference number (URN): 2593041 Address: Knutsford Centre Mobberley Road KNUTSFORD Cheshire WA16 8HY Type: Childcare on non-domestic premises Registration date: 13/05/2020 strategies. Babies are guided to climb on the bridge rather than the fence. Their safety is promoted through effective risk assessments of climbing equipment. Children play joyfully and are happy. Children's attendance is supported by leaders having regular conversations with families. Next steps Leaders should continue to strengthen parent partnerships when working with families from diverse backgrounds. Leader should embed routines to ensure that children experience high-quality interactions that meet their individual needs. About this inspection The inspectors 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. 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: Cheshire East Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 15 September 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 150 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. 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