Kids Planet Whitwood

Kids Planet Whitwood
Unique reference number (URN): 2811350
Address: Altofts Lane, Castleford, WF10 5QB
Type: Childcare on non-domestic premises
Registered with Ofsted: 13/09/2024
Registers: EYR
Registered person: Kids Planet Day Nurseries Limited
Inspection report: 16 January 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
Typically, children communicate their needs, share their ideas and join in confidently with
learning. They make secure progress from their starting points and build knowledge
securely over time. Children develop communication and language skills through regular
opportunities to listen, understand and use new words in everyday activities. For example,
staff introduce words, such as 'lava' and 'eruption', as children play.
Children who are disadvantaged or have barriers to their learning continue to move forward
from their individual starting points. They fully engage in learning, develop confidence and
benefit from support that reduces barriers to their learning and wellbeing. Differences in
progress narrow as children gain the skills they need to succeed.
Overall, children are prepared well for their next stage of learning, including school. They
show independence, manage routines and transitions, and use early reading, writing and
number skills in purposeful ways. Children approach new experiences with confidence and
curiosity, supporting continued success in future learning.
Behaviour, attitudes and establishing routines Expected standard
Leaders and staff have high expectations for children's behaviour and conduct. They
establish clear, consistent routines that help children to understand how to behave
appropriately. Older children use agreed golden rules to support their understanding of
expectations. Staff model calm and respectful behaviour and reinforce boundaries
sensitively, stepping in promptly to help children resolve disagreements. They consider
children's age, stage of development and individual circumstances, when supporting
behaviour. For example, older children are encouraged to take responsibility by tidying
resources before joining their daily group exercise session. This helps children learn to
cooperate, take turns and work alongside others.
Staff build warm, responsive relationships with children and regularly praise their efforts,
which supports children's wellbeing and self-esteem. Children are helped to understand and
manage their emotions through planned activities, such as using mirrors to explore and
draw different facial expressions. Leaders promote the importance of regular attendance
and punctuality with parents, recognising that this enables children to access their full early
years entitlement and benefit fully from the curriculum.
Children's welfare and wellbeing Expected standard
Children's welfare and wellbeing are generally prioritised across the nursery. Effective care
practices typically ensure that children's individual needs are met appropriately. Settling-in
procedures routinely include detailed home telephone calls that help support children's
emotional wellbeing from the outset. Key persons take time to get to know each child and
their family, enabling staff to tailor care and learning to children's unique needs. This

approach is effective for disadvantaged children and those with special educational needs
and/or disabilities.
Typically, relationships between staff and children are well established. Babies and young
children form secure attachments with familiar adults and naturally seek comfort and
reassurance when needed. Staff generally support children to recognise, express and
manage their emotions through warm, responsive interactions and focused activities, such
as sharing 'The Colour Monster' story using props.
Children are routinely supported to develop their physical development, personal safety,
health and wellbeing. For example, children generally benefit from daily outdoor play where
they run, climb and complete obstacle courses together. Staff are mostly close by to remind
children to climb and balance safely. The nursery cook provides healthy and well-balanced
snacks and meals each day. Daily routines, including sleeping, weaning and feeding, are
generally well risk assessed, flexible and responsive to children's individual needs. Staff
work closely with parents to ensure routines largely reflect children's home experiences,
helping to support their comfort, security and overall wellbeing.
Curriculum and teaching Expected standard
Staff work thoughtfully with children and support progress through meaningful interactions.
For example, children develop fine motor skills during painting and gloop activities through
careful modelling and encouragement. However, systems are not yet fully effective in
ensuring all staff have a precise understanding of children's next steps. This means children
are not yet consistently supported in their next steps. Leaders have identified this as a
priority and have plans in place to bring about improvement.
Leaders demonstrate a clear understanding of the quality of the curriculum and teaching
through regular review, reflection and informed improvement decisions. For example, plans
for a more defined curriculum for older children to support school readiness is in
development stages. The curriculum is carefully designed to meet all learning and
development requirements across the 7 areas of learning. It builds progressively on what
children already know and can do, supporting them to succeed and thrive.
Staff plan experiences that promote children's communication and language, using daily
conversations, stories, songs and shared thinking to extend vocabulary. Mathematical
learning is embedded across the curriculum. For instance, through counting during water
play and exploring shapes and measure. Leaders prioritise children's physical, personal,
social and emotional development through daily active play and predictable, nurturing
routines. Leaders and staff know children and families well, including those who are
disadvantaged or have special educational needs and/or disabilities, and adapt teaching
sensitively to reduce barriers to learning.
Inclusion Expected standard
Staff use an individualised approach to identify, assess and support each child's needs.
They use effective ongoing observation, assessment and professional discussions to
identify any barriers to learning. Targeted adaptations are made to ensure all children can

access the curriculum. For example, one-to-one support is provided where needed. This
inclusive approach supports children's engagement, progress and emotional security.
Leaders take action to reduce barriers that children may face. They closely monitor
children's progress and regularly review the impact of support in place. Where gaps in
learning are identified, leaders ensure timely intervention, including small-group work and
individualised support. Children who speak English as an additional language receive
tailored strategies to support communication and inclusion. Leaders use funding effectively
to support disadvantaged children and are reviewing its impact to further strengthen
outcomes. Leaders also promote regular attendance and work with families to encourage
positive routines that support learning and development.
Leaders and staff work in close partnership with parents, professionals and external
agencies to shape children's support, opportunities and experiences. Open communication
ensures families are fully involved in decision-making. Staff implement advice from external
professionals. Robust internal procedures ensure children receive timely support while
awaiting external input, including those with special educational needs and/or disabilities
(SEND) and those known, or previously known, to children's social care. Staff receive
targeted training and support to help them implement a consistent approach that improves
outcomes for children with SEND.
Leadership and governance Expected standard
Leaders place high regard on staff wellbeing and workload when making decisions. They
provide clear expectations and maintain an open-door policy. Staff attend regular training to
support their professional development and strengthen practice. They receive supervisions
to discuss practice and development targets. However, these are not yet completed
consistently. Leaders have recognised this and have plans in place to ensure supervisions
are more regular. Staff report that they enjoy working at the nursery, contributing to a
positive and welcoming atmosphere.
Leaders are reflective and demonstrate commitment to improving outcomes for all children.
They have an accurate understanding of the setting's strengths and areas for development,
which informs ongoing improvement. For instance, leaders have introduced an additional
room to strengthen provision for older children, ensuring they are well supported as they
prepare for their transition to school. Decisions made by leaders consistently reflect the best
interests of children, particularly those who are disadvantaged. The provider ensures that
leaders are well supported, enabling them to make confident decisions and maintain
effective practice across the nursery.
Partnership working is well embedded. Leaders work closely with parents and external
professionals to support children's individual needs and to secure timely advice when
required. Open communication with families is prioritised, and parents value how well staff
work collaboratively to support children's progress. Families are encouraged to engage
through an online application, stay-and-play sessions and daily conversations. This supports
children's learning, wellbeing and sense of belonging.

What it's like to be a child at this setting
Children arrive at this calm and welcoming nursery feeling safe, settled and valued. They
form secure relationships with staff and show confidence in seeking support when needed.
Clear routines and expectations help children feel emotionally secure and support positive
behaviour. Children demonstrate an understanding of boundaries and show consideration
for others. This contributes to an overall respectful and inclusive atmosphere.
Children develop positive social skills and learn alongside their friends. They play
cooperatively, take turns and include others in their games. Children with special
educational needs and/or disabilities, those who are disadvantaged and those known or
previously known to social care are fully included in all aspects of nursery life. They benefit
from support that enables them to participate meaningfully and develop friendships. Families
feel welcomed and valued, and children benefit from secure links between home and the
setting, which supports continuity and their wellbeing.
Children enjoy their learning and show curiosity, motivation and pride in their achievements.
They engage deeply in activities and sustain concentration, particularly when learning links
to their interests. For example, children show delight as they create volcano eruptions. They
watch closely as the mixture bubbles and overflows, expressing excitement and curiosity.
This supports children's understanding of cause and effect and extends their vocabulary as
they describe what they observe. Children develop independence by making choices,
managing routines and taking responsibility for simple tasks. They show confidence in trying
new experiences and persist when challenges arise.
Children achieve well from their individual starting points and develop age-appropriate
knowledge and skills across the curriculum. They make progress that prepares them well for
their next stage of learning, including school. Children develop early communication,
language, literacy and number skills that support their future learning.
Leaders ensure all children attend regularly, and they value the importance of attendance to
support children's development. Children's uniqueness is recognised and celebrated,
enabling them to thrive as confident, capable learners, who feel a strong sense of belonging.
Next steps
Leaders should develop existing systems further to ensure that all staff are aware of
children's individual next steps in learning.
Leaders should build on existing systems and provide all staff with regular supervision
meetings to precisely identify strengths and areas of development to enhance staff

Inspectors:
Jennifer Cowton
Clare Bligh
About this setting
Unique reference number (URN): 2811350
Address:
Altofts Lane
Castleford
WF10 5QB
Type: Childcare on non-domestic premises
Registration date: 13/09/2024
Registered person: Kids Planet Day Nurseries Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Wakefield
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
expertise further.
About this inspection
The inspectors spoke with leaders, practitioners, parents and the special educational needs
coordinator 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 is from 16 January 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
115
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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