Kids Planet Stretford

Kids Planet Stretford
Unique reference number (URN): 2833211
Address: Burleigh Road, Stretford, Manchester, M32 0PF
Type: Childcare on non-domestic premises
Registered with Ofsted: 10/03/2025
Registers: EYR
Registered person: Kids Planet Day Nurseries Limited
Inspection report: 18 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 achieve significantly well from their individual starting points as staff know them
extremely well. Children who speak English as an additional language are supported to
develop their communication skills through the use of familiar words and songs from home
languages. This inclusive approach enables all children, including those who are
disadvantaged or have special educational needs and/or disabilities, to make significant
progress from their starting points.
Across all areas of learning, children develop independence, confidence and resilience. For
example, children learn to use age-appropriate cutlery as they transition across the nursery.
Younger children explore key concepts, such as early mathematics, when counting fish in
the fishing activity.
Children develop and deepen a broad range of knowledge. For example, while planting and
watering flowers, they talk about growth and what plants need to survive. As a result of high-
quality teaching and effective support, children make strong progress from their individual
starting points. This results in all children consistently achieving at a high level and being
well prepared for their next stage in learning.
Behaviour, attitudes and establishing routines Strong standard
Leaders have established a calm, respectful and well-structured environment where
expectations for behaviour are clearly understood and consistently applied. The nursery's
golden rules are embedded consistently across all rooms, regularly reinforced by staff and
shared with families through home learning bags. This ensures children understand the
golden rules, both at nursery and at home, supporting consistency and helping children
understand expectations.
Staff refer to the rules throughout the day and use positive reinforcement strategies, such as
'Star of The Day', praise and stickers, to recognise children's achievements. As a result,
children demonstrate kind and respectful behaviour and excellent manners. There is a 'calm
down space' for children who find lunchtime overwhelming.
Lunchtime is used effectively as an extension of the curriculum, rather than solely a care
routine. Staff use mealtimes purposefully to promote communication and language. Children
engage in sustained conversations with adults and peers, sharing experiences. They play 'I
Spy' and ask each other questions and laugh together when they get it correct.
Staff create an environment that consistently promotes positive behaviours and attitudes.
They are clear about their expectations and reinforce these effectively. Leaders place high
importance on children's attendance and monitor this closely. Their approach ensures that
any barriers to attendance are identified quickly and addressed. As a result, children
develop consistently positive attitudes to their learning and to one another.

Children's welfare and wellbeing Strong standard
Children's welfare and wellbeing are prioritised throughout the nursery and underpin all
aspects of practice. Staff know children remarkably well and develop secure, nurturing
relationships that help children feel safe, valued and emotionally secure. Leaders use
strategies such as yoga, sensory areas, calm boxes and calm spaces to support children to
regulate emotions. Children's welfare and wellbeing are promoted consistently through
thoughtful care practices and a culture that values every child's uniqueness. Staff create
secure and responsive relationships with children that ensure individual needs are met,
including those with special educational needs and/or disabilities and those known to social
care receiving specific support that enables them to thrive.
Leaders plan highly supportive and personalised transitions for each child. They offer
additional settling-in sessions so that children can develop confidence in their new
surroundings at their own pace. Staff build nurturing relationships with all children, especially
their key children, and work closely with parents to ensure continuity of care. They know the
children extremely well and use this knowledge to support them as they move through the
nursery. For example, staff share detailed information with colleagues to ensure children
experience a seamless transition. Leaders monitor attendance and work with external
agencies to ensure children and families receive the necessary support. Inclusive practice is
deeply embedded, with leaders adapting provision to reduce barriers to learning and
ensuring all children can thrive. Staff speak confidently about children's progress, needs and
next steps.
Children independently self-serve meals and pour their own drinks, making healthy choices
from the options available. Children regularly talk about healthy foods during mealtimes, for
example, explaining that vegetables help them grow strong and identifying foods they eat at
home. Daily toothbrushing routines ensure all children participate in oral health practice,
while families receive resources to continue this learning at home. As a result, children
develop positive attitudes towards healthy eating, increasing independence and the
knowledge needed to make healthy lifestyle choices. Relationships between staff and
children are warm, kind and nurturing. Staff know all children, their needs and their families
very well. This supportive approach ensures children feel secure, valued and ready to
engage positively in their learning.
Curriculum and teaching Strong standard
Leaders consistently implement an ambitious curriculum effectively. Staff skilfully extend
children's learning through high-quality interactions, questioning and modelling. During story
sessions, children confidently recall previous learning. They explain that plants need water
to grow and apply their knowledge to real-life experiences when they planted vegetables in
their allotment. Children are active participants in their learning, making connections and
applying what they know in different situations.
The curriculum is enriched through meaningful first-hand experiences, including community
projects where the staff and children visit the local care home and sing songs at Christmas.
The children enjoy construction play and tool work. Staff expertly show the children how to
use hammers safely as they hit nails in the wood. Staff quickly identify any gaps in learning,
using assessment to adapt teaching to individual needs. Where needed, leaders seek

support from external agencies to provide specialist input, reducing barriers to learning. Staff
make reasonable adjustments so all children can participate fully, including those who are
disadvantaged or have special educational needs and/or disabilities. Due to the supportive
leaders with inspiring vision, and the implementation from a caring, supportive staffing team,
the curriculum is broad, balanced and sequenced to give every child the knowledge and
skills they need for future learning and wellbeing.
Children are given opportunities to investigate and problem solve as they work
collaboratively. For example, children build car tracks together. They negotiate roles, take
turns and test their ideas by adding ramps. Children demonstrate high levels of engagement
and concentration. These experiences develop critical thinking, cooperation and resilience.
Teaching is responsive and inclusive, ensuring all children access a broad and engaging
curriculum. As a result, children make excellent progress from their starting points and
develop the knowledge and skills needed for future learning.
Inclusion Strong standard
Inclusion is a significant strength of the setting and is embedded throughout all aspects of
the provision. Leaders have established a culture where every child is valued as an
individual and where differences are recognised, respected and celebrated. They
consistently create an inclusive environment where all children are welcomed, valued and
supported to participate fully in nursery life. Leaders have an excellent understanding of
children's individual needs and ensure that reasonable adjustments are made so that every
child can access the curriculum successfully.
Leaders have established a consistently inclusive culture where every child is valued and
supported to succeed. Leaders identify children's needs early and work effectively with
families and external professionals to secure appropriate support. Adaptations are
thoughtfully implemented and enable children with special educational needs and/or
disabilities or those who face barriers to learning to access the full curriculum and receive
the best possible start to their education.
Children demonstrate a wonderful sense of belonging because they see themselves, their
families and their cultures reflected throughout the setting. As a result, all children,
regardless of their starting points, are enabled to thrive, make sustained progress and
develop the knowledge, skills and confidence needed for their next stage of learning.
Leadership and governance Strong standard
The enthusiastic, proactive leaders and inspiring staff team provide carefully tailored care
and planned learning opportunities for all children, including children who face barriers to
learning. Leaders consistently promote a positive culture of inclusion and continuous
improvement. Leaders and staff work collaboratively as an excellent team and have high
expectations for all children. Leaders are extremely passionate in their role. They are
enthusiastic and highly reflective. They have a thorough understanding of the setting,
enabling them to evaluate its strengths and areas for development with accuracy.
Staff wellbeing is a significant strength. Robust recruitment procedures are in place. Leaders
check in with staff regularly and use supervision effectively to provide guidance,

reassurance and professional challenge. They invest effectively in staff wellbeing, resulting
in a skilled and motivated workforce with high staff morale. Leaders invest in the
development of staff, giving staff opportunities to access training that enables them to take a
lead on areas within the nursery, which staff value.
Partnerships with families and external agencies are excellent, ensuring children receive
coordinated support that reduces barriers and promotes inclusion. Information is shared
effectively, and parents and carers feel valued and supported in their child's learning journey.
Parents' views and suggestions are welcomed, they say the leaders go above and beyond.
Staff work collaboratively with parents and professionals, to reduce barriers to learning and
support all children to benefit from consistent high-quality learning experiences. Parents and
carers feel extremely supported and say they are informed daily on their child's progress.
What it's like to be a child at this setting
Children arrive happily, separate confidently from their parents and are greeted warmly with
a smile from staff. Children quickly settle into the familiar routines and show that they feel
safe, secure and valued. They separate from their parents with ease and benefit from warm,
nurturing relationships with staff. As a result, children settle quickly into nursery routines and
demonstrate a strong sense of belonging.
Children benefit from an ambitious curriculum that reflects their interests, individual needs
and stages of development. Staff know children well and use this knowledge effectively to
build on what children already know and can do. Children benefit from consistently positive
interactions with staff. They develop confidence, independence and effective communication
skills, while purposeful conversations and skilful teaching help them build knowledge across
the curriculum.
Children behave well and demonstrate positive attitudes to learning. They understand
expectations and are supported to manage their feelings and behaviour successfully.
Children show kindness, respect and consideration for others and play cooperatively with
their friends. For example, children ride around and race on the bikes whilst others push
their friends in the pram. Children benefit from a wide range of experiences that broaden
their understanding of the world. For example, on World Book Day, the children leave books
around the community for others, to encourage a love of books. As a result, children flourish
and thrive. They are confident, resilient and independent learners who are well prepared for
the next steps of their education.

Inspector:
Nicky Martin
About this setting
Unique reference number (URN): 2833211
Address:
Burleigh Road
Stretford
Manchester
M32 0PF
Type: Childcare on non-domestic premises
Registration date: 10/03/2025
Registered person: Kids Planet Day Nurseries Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Trafford
Facts and figures used on inspection
Next steps
Leaders should ensure continued improvement in the setting's successful work to remove
barriers for children who need extra support.
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.

This data was available to the inspector at the time of the inspection.
This data is from 18 September 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
70
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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