Kids Planet Audenshaw — Ofsted Nursery Tracker

Grades by area

Behaviour, attitudes and establishing routines

Needs attention

Leaders are clear about the expectations for children's behaviour and attitudes as well as how they expect staff to establish and maintain routines. However, they fail to recognise that staff practice is inconsistent and is having a negative impact on some groups of children, particularly the babies and children with special educational needs and/or disabilities. Staff are not deployed effectively to meet the needs of children. Leaders make the decision to join the youngest 2 rooms together in the mornings. Staff do not recognise when this decision begins to impact upon the emotional wellbeing and safety of the babies. The room becomes chaotic and this causes distress for the babies. Risks also arise, for instance babies crawl around with food in their mouths, unbeknownst to staff, which is a clear choking concern. Sleeping babies are not adequately supervised as their peers play and crawl around them. This environment is not conducive to safety or learning. That said, children who are able to settle are confident and demonstrate warm, loving bonds with staff and with their peers.

Achievement

Urgent improvement

Children's experiences vary. Some children are suitably prepared for the next stages in their learning journeys, as they access a tailored curriculum. However, teaching is not consistent across the setting, and this is particularly true for babies and children with special educational needs and/or disabilities. This impacts on the achievement of these children. Some barriers to children's learning come from the practice they experience at this setting. For example, babies cannot always explore and learn, because they are distressed, partly because their needs are not consistently met. Children do make some progress from their starting points. However, the barriers to children's learning and the variable experiences of children mean that this progression is not ambitious enough. Children are capable of more and are not all set up for success.

Children's welfare and wellbeing

Urgent improvement

Leaders and staff fail to notice when some children need attention, and this impacts upon their safety. When rooms are overcrowded and not staffed effectively, babies become distressed. Staff fail to notice that some babies are at risk of harm, for example, when crawling with toast in their mouths. They do not supervise babies appropriately or follow safer eating protocols. Not all children experience secure and responsive relationships. For example, babies receive warm and responsive cuddles when they wake. However, staff do not comfort older children or take prompt action, when they become poorly. Risk assessment procedures are not effective. Leaders have high expectations for risk assessment but fail to recognise that these procedures are not implemented effectively by staff. Leaders do not have sufficient oversight or evaluation skills. Staff make on-the-spot decisions, which undermine children's safety. For instance, by straddling fences outdoors while holding babies, instead of using the gate. In addition, staff do not clean children's cutlery after they have been on the floor, despite some children having severe allergies where cross-contamination is of concern. Outdoor play and physical development is a key part of the curriculum, all children go outside daily. However, not all outdoor play is purposeful and staff do not always recognise when children are disengaged.

Curriculum and teaching

Urgent improvement

Weaknesses in leaders' and staff's practice impacts greatly upon the quality of education children receive. Leaders do not have effective oversight of staff implementation of procedures, routines and the intended curriculum. Teaching is too variable and does not meet the individual needs of all children. For instance, as babies' emotional needs are not always met, this hinders their ability to thrive and learn. Priority is not given to children's emotional development. Furthermore, children with barriers to their learning, such as those with special educational needs and/or disabilities, are not always set up for success. This is because their needs are not met and teaching is not tailored to support their specific needs. For example, staff leave older children to play with resources that interest them, with limited interactions to ensure they access a broad curriculum. Leaders do not have a clear understanding of how the curriculum is implemented. This means they do not identify and target weaknesses in practice. When staff ask for additional training to support their teaching, they are not always met with effective solutions from leaders. Some children experience a more meaningful curriculum. For example, 2-year-old children recall well-known lines from familiar stories and rush to join in with 'circle-time' singing. This helps to support their emerging communication and language skills.

Inclusion

Urgent improvement

Leaders do not have ambitious expectations for all children. This means some children with special educational needs and/or disabilities (SEND) experience a quality of education that is too variable. Although children's needs are quickly identified and assessed, not all staff confidently understand these needs, especially with regard to children's education and development. Practice is not inclusive enough to reduce barriers to learning for these children. Staff are aware of their own limitations and would like to benefit from further training, however, leaders fail to support this. Additional funding is used thoughtfully, for example a therapeutic chair, but does not offset the poor quality of education these children receive. Staff who have specific responsibility for children with SEND are dedicated and enthused by their role. They recognise the weaknesses in practice for children with SEND particularly and advocate for additional training for all staff to help ensure they meet children's needs. Support for children who speak English as an additional language is a strength. However, overall, children with SEND and other barriers to learning do not have access to a consistent, tailored and ambitious curriculum that supports their progression.

Leadership and governance

Urgent improvement

Staff workload is not sustainable and impacts upon staff wellbeing. Staff report that they feel high levels of pressure in their role and do not feel supported by or listened to by some leaders. Leaders do not place enough emphasis on hearing staff concerns and actioning their unreasonable workloads. Supervisions, though held often, are not effective in supporting staff. Staff have access to a range of continuous professional development opportunities. However, they do not feel they are given adequate time to dedicate to their own identified areas for improvement. Staff ask for specific training to help support their care and teaching practice, but do not always feel they are granted this. They report that this impacts upon their ability to meet children's individual needs, particularly for those children with special educational needs and/or disabilities. Leaders do not use evaluation effectively to accurately identify the weaknesses within the provision and practice. This means, although intentions are clear, implementation is not effective or consistent. Leaders are passionate about adding value to their community. They work closely with the community and families to provide new experiences and learning opportunities for some children, for instance, through visits to local care homes for older people.

What it's like to be a child at this setting

Breaches to the early years foundation stage statutory requirements means that not all children thrive at this setting. This is because care and teaching practice are not consistent. Babies do not all benefit from a safe, calm, organised environment. This is particularly true at the beginning of the day, when some rooms join together. Some babies become distressed because of overcrowding in their rooms, which hampers their ability to learn and hampers staff's ability to meet children's needs. Some babies cry, and staff cannot comfort them because they are dealing with too many children at once. Other babies end up in unsafe scenarios because staff do not realise they are eating while they crawl around without direct supervision. This is unacceptable and the chaotic environment means babies are unable to express their curiosity, explore and learn. Some children benefit from environments that are well organised, calm and have established routines. These children are able to demonstrate their confidence, progression and social skills. They show warm, genuine relationships with both staff and their peers. However, this is not true for all children. Children with special educational needs and/or disabilities (SEND) do not experience teaching that meets their needs and reduces any barriers to their learning. Although children's needs are swiftly identified and assessed, these needs are not adequately supported within the curriculum. Leaders intend for the curriculum to be tailored for every child, however, this does not happen in practice and leaders fail to identify this. The curriculum is not ambitious for children with SEND, nor is it conducive to their progression. Leaders do not identify key issues for staff. Staff recognise where they would benefit from improving their practice, but do not always feel heard when sharing this with leaders. Leaders also fail to understand that unnecessary burdens on staff impacts upon their wellbeing and, in turn, affects their ability to fulfil their roles. This impacts on children's experiences at the setting.

Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date: Action Completion Date ensure that all children, including those with special educational needs and/or disabilities, have access to tailored support to help ensure their needs are consistently met and their development is supported 23/02/2026 ensure there is a well-sequenced, balanced and ambitious curriculum for every child 23/02/2026 deploy staff effectively to meet the needs and ensure the welfare of every child 02/02/2026 ensure all staff are alert to when a child may be at risk of choking, use supervision effectively to safely monitor children as they eat 02/02/2026 ensure risk assessment procedures are effectively implemented to swiftly identify and rectify any hazards to children 02/02/2026 support staff more effectively and ensure their workload does not become unreasonable or impact on their own wellbeing 23/02/2026

About this inspection

The inspectors spoke with leaders, staff, those with key roles for supporting children with special educational needs and/or disabilities 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. We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

About this setting

URN: 2739914
Address: Clockwork Day Nursery Mount Pleasant Street, Audenshaw Manchester M34 5XX
Type: Childcare on Non-Domestic Premises, Full day care
Registration date: 02/08/2023
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: Tameside

Facts and figures

Age range at inspection: 0 to 11
Total places: 102

Data from 30 January 2026

Kids Planet Audenshaw Unique reference number (URN): 2739914 Address: Clockwork Day Nursery, Mount Pleasant Street, Audenshaw, Manchester, M34 5XX Type: Childcare on non-domestic premises Registered with Ofsted: 02/08/2023 Registers: EYR, CCR, VCR Registered person: Kids Planet Day Nurseries Limited Inspection report: 30 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. Needs attention Urgent improvement Behaviour, attitudes and establishing routines Needs attention Leaders are clear about the expectations for children's behaviour and attitudes as well as how they expect staff to establish and maintain routines. However, they fail to recognise that staff practice is inconsistent and is having a negative impact on some groups of children, particularly the babies and children with special educational needs and/or disabilities. Staff are not deployed effectively to meet the needs of children. Leaders make the decision to join the youngest 2 rooms together in the mornings. Staff do not recognise when this decision begins to impact upon the emotional wellbeing and safety of the babies. The room becomes chaotic and this causes distress for the babies. Risks also arise, for instance babies crawl around with food in their mouths, unbeknownst to staff, which is a clear choking concern. Sleeping babies are not adequately supervised as their peers play and crawl around them. This environment is not conducive to safety or learning. That said, children who are able to settle are confident and demonstrate warm, loving bonds with staff and with their peers. Achievement Urgent improvement Children's experiences vary. Some children are suitably prepared for the next stages in their learning journeys, as they access a tailored curriculum. However, teaching is not consistent across the setting, and this is particularly true for babies and children with special educational needs and/or disabilities. This impacts on the achievement of these children. Some barriers to children's learning come from the practice they experience at this setting. For example, babies cannot always explore and learn, because they are distressed, partly because their needs are not consistently met. Children do make some progress from their starting points. However, the barriers to children's learning and the variable experiences of children mean that this progression is not ambitious enough. Children are capable of more and are not all set up for success. Children's welfare and wellbeing Urgent improvement Leaders and staff fail to notice when some children need attention, and this impacts upon their safety. When rooms are overcrowded and not staffed effectively, babies become distressed. Staff fail to notice that some babies are at risk of harm, for example, when crawling with toast in their mouths. They do not supervise babies appropriately or follow safer eating protocols. Not all children experience secure and responsive relationships. For example, babies receive warm and responsive cuddles when they wake. However, staff do not comfort older children or take prompt action, when they become poorly. Risk assessment procedures are not effective. Leaders have high expectations for risk assessment but fail to recognise that these procedures are not implemented effectively by staff. Leaders do not have sufficient oversight or evaluation skills. Staff make on-the-spot decisions, which undermine children's safety. For instance, by straddling fences outdoors while holding babies, instead of using the gate. In addition, staff do not clean children's cutlery after they have been on the floor, despite some children having severe allergies where cross-contamination is of concern. Outdoor play and physical development is a key part of the curriculum, all children go outside daily. However, not all outdoor play is purposeful and staff do not always recognise when children are disengaged. Curriculum and teaching Urgent improvement Weaknesses in leaders' and staff's practice impacts greatly upon the quality of education children receive. Leaders do not have effective oversight of staff implementation of procedures, routines and the intended curriculum. Teaching is too variable and does not meet the individual needs of all children. For instance, as babies' emotional needs are not always met, this hinders their ability to thrive and learn. Priority is not given to children's emotional development. Furthermore, children with barriers to their learning, such as those with special educational needs and/or disabilities, are not always set up for success. This is because their needs are not met and teaching is not tailored to support their specific needs. For example, staff leave older children to play with resources that interest them, with limited interactions to ensure they access a broad curriculum. Leaders do not have a clear understanding of how the curriculum is implemented. This means they do not identify and target weaknesses in practice. When staff ask for additional training to support their teaching, they are not always met with effective solutions from leaders. Some children experience a more meaningful curriculum. For example, 2-year-old children recall well-known lines from familiar stories and rush to join in with 'circle-time' singing. This helps to support their emerging communication and language skills. Inclusion Urgent improvement Leaders do not have ambitious expectations for all children. This means some children with special educational needs and/or disabilities (SEND) experience a quality of education that is too variable. Although children's needs are quickly identified and assessed, not all staff confidently understand these needs, especially with regard to children's education and development. Practice is not inclusive enough to reduce barriers to learning for these children. Staff are aware of their own limitations and would like to benefit from further training, however, leaders fail to support this. Additional funding is used thoughtfully, for example a therapeutic chair, but does not offset the poor quality of education these children receive. Staff who have specific responsibility for children with SEND are dedicated and enthused by their role. They recognise the weaknesses in practice for children with SEND particularly and advocate for additional training for all staff to help ensure they meet children's needs. Support for children who speak English as an additional language is a strength. However, overall, children with SEND and other barriers to learning do not have access to a consistent, tailored and ambitious curriculum that supports their progression. Leadership and governance Urgent improvement Staff workload is not sustainable and impacts upon staff wellbeing. Staff report that they feel high levels of pressure in their role and do not feel supported by or listened to by some leaders. Leaders do not place enough emphasis on hearing staff concerns and actioning their unreasonable workloads. Supervisions, though held often, are not effective in supporting staff. Staff have access to a range of continuous professional development opportunities. However, they do not feel they are given adequate time to dedicate to their own identified areas for improvement. Staff ask for specific training to help support their care and teaching practice, but do not always feel they are granted this. They report that this impacts upon their ability to meet children's individual needs, particularly for those children with special educational needs and/or disabilities. Leaders do not use evaluation effectively to accurately identify the weaknesses within the provision and practice. This means, although intentions are clear, implementation is not effective or consistent. Leaders are passionate about adding value to their community. They work closely with the community and families to provide new experiences and learning opportunities for some children, for instance, through visits to local care homes for older people. Compulsory Childcare Register requirements This setting has not 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 not 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 Breaches to the early years foundation stage statutory requirements means that not all children thrive at this setting. This is because care and teaching practice are not consistent. Babies do not all benefit from a safe, calm, organised environment. This is particularly true at the beginning of the day, when some rooms join together. Some babies become distressed because of overcrowding in their rooms, which hampers their ability to learn and hampers staff's ability to meet children's needs. Some babies cry, and staff cannot comfort them because they are dealing with too many children at once. Other babies end up in unsafe scenarios because staff do not realise they are eating while they crawl around without direct supervision. This is unacceptable and the chaotic environment means babies are unable to express their curiosity, explore and learn. Some children benefit from environments that are well organised, calm and have established routines. These children are able to demonstrate their confidence, progression and social skills. They show warm, genuine relationships with both staff and their peers. However, this is not true for all children. Children with special educational needs and/or disabilities (SEND) do not experience teaching that meets their needs and reduces any barriers to their learning. Although children's needs are swiftly identified and assessed, these needs are not adequately supported within the curriculum. Leaders intend for the curriculum to be tailored for every child, however, this does not happen in practice and leaders fail to identify this. The curriculum is not ambitious for children with SEND, nor is it conducive to their progression. Leaders do not identify key issues for staff. Staff recognise where they would benefit from improving their practice, but do not always feel heard when sharing this with leaders. Leaders also fail to understand that unnecessary burdens on staff impacts upon their wellbeing and, in turn, affects their ability to fulfil their roles. This impacts on children's experiences at the setting. Next steps To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date: Action Completion Date ensure that all children, including those with special educational needs and/or disabilities, have access to tailored support to help ensure their needs are consistently met and their development is supported 23/02/2026 ensure there is a well-sequenced, balanced and ambitious curriculum for every child 23/02/2026 deploy staff effectively to meet the needs and ensure the welfare of every child 02/02/2026 ensure all staff are alert to when a child may be at risk of choking, use supervision effectively to safely monitor children as they eat 02/02/2026 ensure risk assessment procedures are effectively implemented to swiftly identify and rectify any hazards to children 02/02/2026 support staff more effectively and ensure their workload does not become unreasonable or impact on their own wellbeing 23/02/2026 About this inspection The inspectors spoke with leaders, staff, those with key roles for supporting children with special educational needs and/or disabilities 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. We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information Inspectors: Shauneen Wainwright Luke Heaney About this setting Unique reference number (URN): 2739914 Address: Clockwork Day Nursery Mount Pleasant Street, Audenshaw Manchester M34 5XX Type: Childcare on non-domestic premises Registration date: 02/08/2023 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: Tameside Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 30 January 2026 Children numbers Age range of children at the time of inspection 0 to 11 about this. Total number of places 102 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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