Kids Planet Waterside

Kids Planet Waterside
Unique reference number (URN): 2848639
Address: 4 Waterside Business Park, Livingstone Road, Hessle, HU13 0EG
Type: Childcare on non-domestic premises
Registered with Ofsted: 02/07/2025
Registers: EYR, CCR
Registered person: Kids Planet Day Nurseries Limited
Inspection report: 9 April 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
All children are well prepared for starting school. They learn to be independent and
confident in their self-care. Children with special educational needs and/or disabilities
flourish because the curriculum is carefully adapted to meet their needs. Older children learn
to dress themselves for outdoor play as they put on their own wellington boots and zip up
their coats. They are confident to express their own wants and needs and ask for help when
they need it. Children demonstrate excellent listening and attention skills. Older children
build close friendships with their peers. They are kind and understand behaviour
expectations, such as patience towards others, sharing and taking turns. Babies are
confident to explore the environment, they are developing well in their physical skills and are
confident in using simple words. Older children enjoy back and forth conversations with their
peers and demonstrate a love of books and reading stories.
Behaviour, attitudes and establishing routines Strong standard
The setting is a happy and safe place. Children develop respectful and warm friendships
with other children and with the staff who care for them. They are consistently kind and
considerate towards each other and the environment. Staff swiftly recognise when children
become overwhelmed, and they find ways to help children regulate their feelings and
behaviour. Staff teach children to resolve conflict and consider the thoughts and feelings of
others. Targeted adjustments for those children who have special educational needs and/or
disabilities have a significant impact on their sense of belonging and positive self-esteem.
Staff are aware of the importance of establishing routines to help children to feel safe and to
develop an understanding of what is happening next. Staff adapt the type and length of
activities to consider each child's age and stage of development. This has a positive impact
on children's behaviour and motivation and results in willing engagement.
Leaders and staff have high expectations for children's attendance. They regularly share
information with families to ensure that parents understand the importance of consistent and
regular attendance and the significant connection between establishing routines and
children's positive future outcomes.
Inclusion Strong standard
Leaders have highly effective systems in place to swiftly identify and assess children's
specific needs. They ensure that all children, including those with special educational needs
and/or disabilities receive the specific support they need. Leaders are aware of the
importance of regular attendance and work very hard to ensure that children access their
early education. They use additional funding well to ensure that all children receive targeted
support. This has a positive impact on children's learning and welfare.
Leaders work efficiently with a wide range of professionals and external agencies to shape
and assist children's experiences and enable them to reach their full potential. Together,

Expected standard
they formulate personalised plans that are specifically tailored to each child's ability and
share these with parents to provide a consistent approach. Leaders closely monitor
children's progress, alongside other professionals, to ensure that the support they are
providing is effective. As a result, children's gaps in learning quickly close. Staff access
relevant training that is appropriate to the needs of the children to help them achieve their
best possible outcomes.
Children's welfare and wellbeing Expected standard
Children develop warm relationships with kind and nurturing staff, who know them well. The
effective key-person approach ensures that children form secure attachments with staff.
Children are supported in developing independent self-care and hygiene habits, with low-
level sinks available in rooms for handwashing. With support from staff, babies and toddlers
are encouraged to eat their meals using cutlery with increasing independence. Older
children are encouraged to pour their own drinks at mealtimes. Children benefit from healthy
nutritious meals prepared on site. Allergies and intolerances are well catered for. Healthy
lifestyles are promoted, such as the importance of oral health. Staff ensure safe sleep and
safe eating practices are implemented.
Staff support children's personal development, particularly their independence, effectively.
However, during routines, such as mealtimes and sleep times, leaders do not organise staff
to fully focus on learning activities and interacting with children. As a result, some children
become frustrated and distracted.
Curriculum and teaching Expected standard
Leaders consider the range of children that attend and design the curriculum with a focus on
personal, social and emotional development to secure the foundations for future learning.
Staff support children's communication and language and mathematical development
particularly well. They narrate to babies as they play and immerse toddlers in an
environment rich in language. Staff model mathematical language, such as 'full', 'empty',
'float' and 'sink', which they encourage children to copy. They support children with special
educational needs and/or disabilities by using visual prompts and objects of reference to
enhance their understanding. This helps all children to communicate in their preferred way.
Overall, the curriculum is typically taught well. Most staff have an effective understanding of
the curriculum and, at times, some teaching is excellent. While there are no significant gaps
in teaching, it is clear there are stronger and more confident members of staff who
implement the curriculum more successfully than others. Some staff do not fully implement
the intentions for the activities they are providing which hinders the new skills children are
developing.

Leadership and governance Expected standard
Leaders ensure that staff have an understanding of their roles and responsibilities. Staff
report that they feel supported and respected. Staff training needs are identified through
regular supervision sessions, and staff feel confident in seeking support from leaders when
needed. This open culture contributes to a strong, cohesive team. Staff are happy and state
that they feel that their wellbeing is supported by leaders.
The leadership team adopts a reflective and hands-on approach, consistently striving to
improve outcomes for all children. However, leaders' current approach to self-evaluation and
improvement does not always clearly identify priorities. It does not always target
improvements with a clear and ambitious vision for providing the highest quality of education
for children.
Leaders have established an inclusive culture where all children, including those who are
disadvantaged and children with special educational needs and/or disabilities, are identified
swiftly and supported effectively. Leaders work in partnership with parents and professionals
to secure support and interventions for children as needed.
Compulsory Childcare Register requirements
This setting has 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
What it's like to be a child at this setting
Children demonstrate that they are happy, confident and well settled. Staff greet children
warmly and build warm and secure relationships. They set clear and consistent boundaries

and have high expectations for children's behaviour. As a result, children feel safe and learn
to manage their emotions effectively. Staff use a range of strategies, such as the book 'The
Colour Monster' and emotion stones, to help children understand and talk about their
feelings.
Children confidently seek comfort from staff when needed, which demonstrates the trusting
relationships in place. They are kind and considerate towards one another and willingly help,
for example, during tidy-up times. Children form positive friendships across age groups,
which support smooth transitions between rooms. They practise their social skills during
daily routines, such as snack and mealtimes, where they engage in conversations with
peers and adults.
Support for children with special educational needs and/or disabilities is detailed and
targeted. Staff promptly identify children who may be at risk of falling behind and work
closely with parents and external professionals, for example speech and language
therapists. This ensures that children receive timely support and make progress from their
starting points. Children of all ages have fun and engage in their play. Staff understand how
children typically progress in each area of learning and development, enabling them to build
on what children already know and can do. Children receive high-quality interactions from
staff, and this supports their learning.
Leaders monitor children's attendance closely and work effectively with parents to support
regular attendance. They adapt session times or offer longer sessions, as appropriate, to
meet families' needs. As a result, children attend consistently and benefit fully from their
early education.
Next steps
Leaders should review the implementation of the curriculum across the setting during
routine times, such as nappy changing and sleep times, to ensure consistency in
children's learning and support children to build on their existing skills.
Leaders should strengthen monitoring and evaluation to further target clear and ambitious
priorities for improvement that focus on securing excellence for all children.
About this inspection
The inspector spoke with staff, leaders, parents, carers 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.

Inspector:
Rachael Barrett
About this setting
Unique reference number (URN): 2848639
Address:
4 Waterside Business Park
Livingstone Road
Hessle
HU13 0EG
Type: Childcare on non-domestic premises
Registration date: 02/07/2025
Registered person: Kids Planet Day Nurseries Limited
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: East Riding of Yorkshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 9 April 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
46

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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