URN 2845034 · Inspected 2026-09-22 · Published 2026-10-20 · Inspector: Heidi Kurjan
Kids Planet Prestwich Baby House Unique reference number (URN): 2845034 Address: 66 Bury Old Road, Whitefield, Manchester, M45 6TL Type: Childcare on non-domestic premises Registered with Ofsted: 23/04/2025 Registers: EYR Registered person: Kids Planet Day Nurseries Limited Inspection report: 22 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 Expected standard Behaviour, attitudes and establishing routines Strong standard Children develop secure relationships with practitioners and demonstrate consistently positive behaviour. Practitioners hold high expectations and reinforce them through calm explanations, gentle reminders and praise. When children need support to regulate their emotions, practitioners sensitively redirect them. Children respond positively, re-engage in their play and increasingly manage their emotions. This consistent approach helps children develop a secure understanding of expectations and self-regulation. Well-established routines are embedded throughout the setting. For example, children recognise when it is time for snack, move to the appropriate area and independently locate their seats. They confidently follow familiar routines, including handwashing and mealtimes, and understand what happens next. As a result, transitions are calm, and children show increasing independence. Children show consistently positive attitudes towards their experiences and demonstrate resilience when encountering challenges. For example, when building with bricks, children persist and return to rebuild when their towers fall. During familiar stories, children sustain their attention and anticipate what comes next. Practitioners' consistent modelling and clear expectations help children develop confidence and positive attitudes to learning. Leaders prioritise attendance and welfare. They monitor attendance closely, identify patterns of absence and promptly follow up unexplained absences with families, maintaining effective oversight of children's welfare. Achievement Expected standard Children typically make appropriate progress from their individual starting points and develop the knowledge and skills needed for their next stages of learning. Babies make appropriate progress in communication and language, increasingly expressing their needs and interests through babbling, gestures and words. For example, during familiar stories, children listen, anticipate what comes next and respond when practitioners pause, demonstrating developing communication, attention and understanding. Children generally make appropriate progress in their physical development. They increasingly crawl and walk purposefully, negotiate steps and explore outdoors with confidence. Children who require additional support with their physical development are typically supported effectively, enabling them to participate alongside their peers and make progress from their individual starting points. Generally, children typically develop skills across the curriculum. Their developing communication, physical, social, and independence skills prepare them for the next stages of learning and development. Children's welfare and wellbeing Expected standard Children typically receive warm and nurturing care and develop secure relationships with familiar practitioners. Babies confidently seek practitioners for reassurance and respond positively to cuddles, familiar songs and calm interactions. Practitioners generally recognise children's emotional cues and help them to settle, supporting their emotional security and wellbeing. Care routines typically reflect children's individual needs. Practitioners reassure children during sleep routines and supervise them appropriately during mealtimes. Feeding routines take account of children's ages, stages and individual dietary needs. Children are encouraged to participate in routines and feed themselves more independently. However, practitioners sometimes complete manageable tasks for children, limiting some opportunities to develop their independence. Practitioners generally support children's physical development and recognise when children may need additional support. For example, children are encouraged to move independently, and resources are adapted so that those with emerging physical needs can access experiences safely. Practitioners demonstrate appropriate knowledge of children's health and safety. For example, they confidently explain how they would respond if a child was choking or showed signs of an allergic reaction. Practitioners generally attend to children's personal care needs. However, opportunities to reinforce simple hygiene practices following coughing and sneezing are inconsistent. Consequently, children do not always receive consistent guidance to develop positive hygiene habits. Curriculum and teaching Expected standard Practitioners generally support children's language development purposefully. For example, when sharing books, they model sounds and words and respond to babies' babbling. During familiar stories and songs, practitioners pause to allow children to anticipate and respond. This supports children's developing communication, attention and understanding. Practitioners know children's starting points and generally use their knowledge of children's development to adapt teaching. For example, resources are positioned so that children developing their mobility can access experiences independently. Children crawl, climb, negotiate stairs and explore outdoors, supporting their physical development. Leaders design a curriculum that appropriately prioritises children's communication and language, physical development, and personal, social and emotional development. Practitioners generally understand what they want children to learn and typically use play and routines effectively to support this. Leaders understand that teaching is generally effective, but recognise where it can improve. Practitioners introduce early counting and descriptive language, but do not consistently build on natural opportunities to deepen learning. Opportunities for early mark making are also less evident. Consequently, although children typically develop appropriate knowledge and skills, interactions do not consistently extend their learning as fully as they could. Inclusion Expected standard Leaders create an appropriately inclusive environment where children's individual needs are generally identified and supported effectively. Practitioners know children well and typically make suitable adaptations. For example, resources are positioned at floor level for children who need additional support with physical development, enabling them to access experiences alongside their peers. Leaders and practitioners typically identify emerging developmental concerns and use the graduated approach to plan support. Communication and language assessments identify where children may need additional help, with strategies shared with parents to provide continuity at home. Leaders observe children and practitioners to review support, monitor children's progress and consider how learning from training is reflected in practice. Partnerships with families and external professionals are generally effective. For example, leaders work with parents and health visitors to monitor children's development and agree suitable next steps. Home-learning resources and books in children's home languages further support children's learning. Leaders use additional funding to reduce identified barriers. For example, funding provides inclusive books and dolls that broaden children's experiences and representation. Overall, leaders typically identify barriers and make appropriate adaptations, enabling children with differing needs and starting points to access experiences alongside their peers. Leadership and governance Expected standard Leaders have built a positive, supportive culture. Practitioners speak positively about leaders and feel valued and supported. Leaders are approachable and consider practitioners' wellbeing and workload through regular supervision and ongoing support. This contributes to a stable environment where children benefit from familiar practitioners. Leaders understand the needs of children and families and generally make decisions in their best interests, including for children with special educational needs and/or disabilities and those who face barriers to learning or wellbeing. They work closely with parents and external professionals to secure appropriate support. For example, leaders have secured funding for additional communication training for practitioners, to strengthen support for children who may benefit from alternative communication approaches. Professional development is prioritised through regular training, supervision, observations and professional discussions. However, leaders do not consistently evaluate its impact. While some practitioners confidently explain how training has strengthened their practice, others are less able to show how they consistently translate learning into their everyday work with children. This variation is reflected in practice, including in the consistent reinforcement of hygiene expectations and how effectively opportunities for children to develop independence are maximised. As a result, leaders cannot yet be fully assured that learning from professional development is consistently embedded across the provision. Strengthening how leaders evaluate its impact will help ensure that training and supervision lead to greater consistency in practitioners' practice and positively impact children's experiences. What it's like to be a child at this setting Children are happy, settled and secure. They develop warm and trusting relationships with practitioners and confidently seek familiar adults for reassurance. Babies readily cuddle into practitioners' laps when they need comfort, and respond positively to familiar songs and gentle interactions. This helps children feel safe and gives them confidence to move away from practitioners and explore independently. Children enjoy a varied range of experiences throughout their day. They enthusiastically investigate water, sand, books, musical instruments and messy-play materials. Children smile, babble and make sounds as practitioners talk and play alongside them. Singing is a familiar part of their day. For example, when several babies become unsettled, practitioners cuddle them and sing familiar songs. Children respond positively, becoming calmer and joining in. Children enjoy being physically active. Outside, they confidently explore alongside their friends. For example, a practitioner holds a child's hands and uses songs and encouragement to support them to practise walking. Children also negotiate steps, with practitioners staying nearby while allowing them to try independently. This helps children develop confidence in their emerging physical skills. Children develop positive relationships with their peers. Practitioners help them learn to share, take turns and wait. For example, when choosing from the song bag, a child is gently reminded to wait while their friend chooses first. The child responds positively and waits. Children with special educational needs and/or disabilities are included successfully. Practitioners adapt experiences to help children participate. For example, a child who prefers to observe before joining others is given time and space before a practitioner sensitively introduces sand to encourage their involvement. Children also develop independence through familiar routines, including handwashing and mealtimes. Overall, children feel valued, cared for and confident to participate at a level appropriate for them. Next steps Leaders should ensure that practitioners consistently model and reinforce age-appropriate hygiene and personal care practices so that children receive consistent guidance to develop positive, healthy habits. Inspector: Heidi Kurjan About this setting Unique reference number (URN): 2845034 Address: 66 Bury Old Road Whitefield Manchester M45 6TL Type: Childcare on non-domestic premises Registration date: 23/04/2025 Registered person: Kids Planet Day Nurseries Limited Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 Local authority: Bury Leaders should review how practitioners can make greater use of mathematical language and concepts in everyday play and routines to further extend children's early mathematical understanding. Leaders should strengthen monitoring and evaluation of practitioners' practice to ensure that learning from training, supervision, and professional development is consistently translated into day-to-day practice and positively impacts children. About this inspection The inspector spoke with the leader, the deputy leader, practitioners, the special educational needs coordinator, children and parents 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 22 September 2026 Children numbers Age range of children at the time of inspection 0 to 2 Total number of places 24 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. Piccadilly Gate Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted © Crown copyright 2026 © Crown copyright