Kids Planet Stanley Square

Kids Planet Stanley Square
Unique reference number (URN): 2762161
Address: 2 Springfield Road, Sale, M33 7XS
Type: Childcare on non-domestic premises
Registered with Ofsted: 02/11/2023
Registers: EYR
Registered person: Kids Planet Day Nurseries Limited
Inspection report: 11 March 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
Children's welfare and wellbeing Strong standard
Children's welfare and wellbeing is at the centre of this setting which helps all children thrive.
A secure key-person system is in place to ensure children form secure relationships. Staff
know the children and their families in their care extremely well. They are highly responsive
to the varying needs of individual children. For example, staff are aware of children who
need additional support when arriving at the setting. They have implemented a reading area,
for parents to read with their children before joining their friends. This helps children to settle
quickly and develop a strong sense of emotional well-being.
Staff help children to develop long-lasting healthy habits. Children benefit from daily access
to fresh air and activities to support their physical skills. Children from an early age, learn
about personal self-care. Children are independent in wiping their own noses and washing
their hands. Older children learn about different types of food allergies during mealtimes and
how to ensure they stay safe. Robust procedures and risk assessments are in place to
ensure children's personal safety.
Staff help children express and understand their feelings. For example, staff have recently
implemented 'emotion jars' to help children manage their emotions. Routines for sleeping,
weaning and feeding are flexible and adapted to each child. Staff work closely with parents
to ensure consistency, supporting children's health, security and overall wellbeing.
Inclusion Strong standard
The staff team are passionate and provide an inclusive environment for all children. Early
identification of concerns or gaps in development is a strength of the provision. Staff act
swiftly to put support in place for children, including those who speak English as an
additional language. Children are supported by bilingual staff who skilfully adapt
assessments. They carry these out in children's first language to gain an overview of their
development. This helps staff to plan appropriate interventions to support children to make
progress. For example, children who recently started attending and had limited English are
now using two-words together and are making excellent progress. Furthermore, visual cards
are used to support children to become familiar with the routine. These strategies help to
close gaps in learning quickly and reduce barriers to learning.
Leaders demonstrate that they are consistently working with external agencies and families
to ensure that all children thrive in their setting. Children have personalised target plans that
are reviewed regularly to support their development. This ensures children receive the right
support at the right time. Leaders and staff benefit from on-going training to shape children's
experiences in the setting. This has a positive impact on children's wellbeing. Leaders make
highly effective use of additional funding to meet the individual needs of children with
barriers to their learning.

Expected standard
Achievement Expected standard
Children including those with special educational needs and/or disabilities, develop age-
appropriate knowledge and skills across all areas of learning. They are confident learners
who show enjoyment in their play and learning. Children develop excellent independence.
For example, children confidently dress themselves for outdoor play and help with tasks
such as setting up for mealtime. These skills will support children in their future learning.
Children make good progress as they develop their language and their early literacy skills.
Babies and children show a love for stories and rhymes. They listen attentively to familiar
rhymes and join in with repeated phrases and actions, which helps them remember and use
new language.
Children develop resilience and show a 'can-do' attitude towards their learning as they learn
how to use scissors. Children practice snipping and cutting flowers and learn key vocabulary
such as 'stem' and 'petals'. Children strengthen their fine motor skills and develop
confidence in tackling new challenges independently.
Behaviour, attitudes and establishing routines Expected standard
Leaders carefully monitor children's attendance. They have procedures in place to identify
patterns of attendance. They recognise the importance of attendance to help children
develop important habits for future success.
Staff are wonderful role models and set high expectations for children's behaviour. They
model respectful behaviour in their interactions with each other and with children. This
supports children to develop an understanding of the boundaries within the setting. For
example, when children knock over each other's towers, staff help children to understand
how their actions may impact others. Staff teach the importance of kindness, care and
respect.
Relationships between staff and children are warm, respectful and highly responsive. Staff
offer an abundance of praise to recognise their achievements. Children respond warmly to
this, which immediately boosts their self-esteem and supports their positive attitude towards
learning. Staff skilfully adapt the routine and provide adjustments to support the individual
needs of children. They use techniques such as visual boards to help children to develop an
understanding of what happens next. This supports children to transition smoothly.
Curriculum and teaching Expected standard
Leaders provide a curriculum which holistically supports all areas of children's learning and
development. Staff are skilled at extending children's interests in the moment to build on
what children know and can do. For example, children who enjoy physical activity are
supported to make their own obstacle course and learn about their muscles. Children
balance confidently along the balance beams. Staff provide opportunities to support children
to strengthen their hand muscles in readiness for early mark making. For example, children

practise squeezing, rolling and chopping dough. Children make excellent progress in their
physical development.
Overall, support for children's communication and language is a particular strength. During
activities, staff introduce children to vocabulary focused on their interests. For example, as
children tip and pour water. Staff model mathematical vocabulary such as 'heavy' and
'empty'. Furthermore, staff use visual aids to support children with special educational needs
and/or disabilities. However, on occasion, the quality of interactions between staff and
children can differ. For example, some staff ask children lots of questions and do not always
give children time to think and respond. This does not always ensure that children
consistently deepen their thinking or fully extend their learning.
Children's personal, social and emotional development is supported well. Staff support
children to develop an understanding of how to share their feelings. Children explore 'the
colour monster' story to help express how they feel.
Leadership and governance Expected standard
Leaders are passionate about providing high-quality care and learning for all children. They
have a strong vision and always keep children's best interests at the centre of their
decisions. Leaders have a secure understanding of the strengths and areas they wish to
develop further in the setting. For example, due to the growth of the setting, they are aware
that routines of the day can be strengthened further. Leaders act swiftly in the best interests
of children and work effectively with families and agencies. This ensures that all children
receive targeted and swift support to help make progress in their learning.
Leaders show a commitment to professional growth and are developing research projects to
strengthen the engagement and well-being of children during play and learning. Leaders
have provided professional development opportunities to support staff implement the
research project into practice. Furthermore, staff attend regular training to keep their
knowledge and skills up to date.
Leaders support staff to feel empowered. Staff report the support on offer for their wellbeing
is highly effective. They feel leaders support them with their personal and professional goals
and reflect on their progress using reflective journals.

What it's like to be a child at this setting
Children experience a warm, positive and inclusive environment where they thrive, feel
valued and develop a strong sense of belonging. As children enter the setting with big
smiles, they place pins on a map to identify their home country. Furthermore, children enjoy
tasting different cuisines from around the world. These opportunities spark conversations
about cultures beyond their own. Children are well-respected members of the community.
For example, they join in with activities and community events with older residents in the
local area. Staff support children to develop respect for their friends, people in the
community and their environment.
Staff promote a respectful culture in which all children, including those with special
educational needs and/or disabilities, and those with English as an additional language are
supported effectively. They act swiftly and put into place targeted support and interventions
to reduce barriers to learning. Communication for children is supported by the setting
offering a bilingual approach. This helps children to become confident communicators and
make steady progress in their development.
Children form secure and positive relationships with staff. The key-person approach is well
embedded, and staff know the children in their care very well. Children's emotional wellbeing
is a clear priority, and this underpins their confidence to explore, play and learn. Staff plan a
curriculum that builds on children's interests and next steps in learning to enhance their
development. Staff understand that children have different starting points and work closely
with parents to review children's progress over time. They provide home-learning activity
bags to help families continue learning and strengthen links between the setting and home.
Staff consistently support children to develop independence, confidence and age-
appropriate knowledge and skills, helping them to be well prepared for the next stage of
their learning.
Leaders actively promote good attendance by monitoring patterns closely and working in
partnership with families to address concerns promptly and reduce barriers to regular
attendance.
Next steps
Leaders should continue to strengthen the quality of interactions to extend and promote
children's emerging thinking and engagement.
About this inspection
The inspector spoke with leaders, staff, SENCo, 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

Inspector:
Danielle McEwan
About this setting
Unique reference number (URN): 2762161
Address:
2 Springfield Road
Sale
M33 7XS
Type: Childcare on non-domestic premises
Registration date: 02/11/2023
Registered person: Kids Planet Day Nurseries Limited
Register(s): EYR
Operating hours:
Local authority: Trafford
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 11 March 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
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.

116
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