Kids Planet Springfield — Ofsted Nursery Tracker

Grades by area

Inclusion

Strong standard

The nursery is fully inclusive, where every child's needs are recognised, valued and acted upon. Leaders and staff know all the children and their families extremely well. From the earliest stages, staff identify when children need extra support and arrange home visits to support families. This approach ensures that children with special educational needs and/or disabilities, children who speak English as an additional language, children known and previously known to social care, and disadvantaged children receive tailored support. Staff make evidence-led decisions to meet the needs of individual children and work closely with parents to design individual target plans whilst referrals are in place. Leaders and staff regularly review plans, ensuring children consistently receive the tailored support they need to make significant progress. Leaders use early years pupil premium funding to provide rich experiences to support children's individual needs, which they may not have access to otherwise. Leaders monitor the impact of funding carefully, reviewing outcomes to ensure that resources make a measurable difference to children's experiences and development. Staff work incredibly well with professionals and external agencies to ensure that children with barriers to learning gain the right support. For example, staff make thoughtful adjustments to the daily routine and equipment needed to reduce barriers to participation and promote wellbeing.

Achievement

Expected standard

Children are progressing well when their starting points and life experiences are taken into account. They are settled and confident, and they show clear signs of interest in what staff offer daily. Typically, children are developing skills that will support their eventual move to school. They gradually learn to strengthen their fine motor control, and older children use scissors to cut with precision. Children explore creative ideas with paints and play dough. They solve problems together as they sort objects by colour and count how many they have in their bowl. Children develop a range of physical skills by balancing and climbing on outdoor equipment and riding pedal bikes. Older children use writing tools to draw recognisable pictures and can explain what they have drawn. Children with barriers to learning make steady progress through targeted interventions. Leaders act early to remove barriers, and staff generally adapt routines and teaching so every child can take part. Individual target plans are followed, which is reflected in children's increasing confidence, engagement and willingness to try new things.

Behaviour, attitudes and establishing routines

Expected standard

Staff show genuine care and kindness, modelling positive behaviour and respectful interactions. These positive relationships, along with a clear emphasis on wellbeing, help children develop trust and feel secure, leading to confident, happy, and well-settled children. As a result, children turn to their key persons for reassurance, knowing they are always available to offer comfort and gentle support. Children show they are familiar with the routine as they typically follow the rules and boundaries set by staff. Staff create an environment where children become curious and engaged in play. Children think of their own ideas and test them out to see if they work, developing their problem-solving skills. They show satisfaction in what they have done and want to share it with others. Staff offer regular praise, building children's confidence and self-esteem. Children build positive relationships with their peers as they play group games together and staff support children to work together to balance on a see-saw. Leaders work effectively with families to promote the importance of punctuality and regular attendance. They offer support where barriers arise, such as changes of hours and days to accommodate individual needs.

Children's welfare and wellbeing

Expected standard

Staff know their key children well and consider children's emotional wellbeing closely when planning experiences. For example, they ensure that they are aware of children who may need additional support. Trusting relationships are formed. Children practise their independence skills, such as washing their hands before snack time and helping to tidy away outdoors. Typically, routines help children understand what is expected of them and enable them to manage these tasks confidently. Staff begin to introduce pictures linked to simple emotions and feelings, such as happy and tired. As children move through the nursery, more feelings and emotions are introduced. For example, when they reach pre-school, children can explain how they are feeling and why they feel that way. Staff fully supervise children when they are eating and sleeping to promote their safety. In the main, leaders and staff provide a healthy diet. Staff make sure that mealtimes are opportunities to promote children's good manners and social skills. However, children do not consistently have opportunities to make healthy choices during snack and mealtimes. Although children have regular access to outdoor play and exercise and the opportunity to learn how this impacts on their bodies, staff do not consistently encourage children to understand why healthy choices are important. As a result, children are not developing the appropriate knowledge they need to stay healthy.

Curriculum and teaching

Expected standard

Leaders have designed an inclusive curriculum to build on children's existing skills and knowledge across all areas of development. They set age and stage appropriate learning goals for each room, supporting all children to be well prepared for their future learning. Staff fully understand the curriculum and, on the whole, deliver it well. Leaders and staff know the children well and accurately assess children's learning and development. Staff use this information to plan activities to build on what children know and can do. Staff effectively support children with barriers to their learning. For instance, they plan small group times to support communication and language in a quieter environment. Furthermore, staff use Makaton to encourage children to communicate their needs. Typically, teaching is effective. However, there are occasions when the implementation of the curriculum to support children's communication and language is less effective. For example, sometimes, staff use questioning techniques which limit conversations and further language development. This impacts on children's ability to develop their language skills further, such as having opportunities to express their thoughts, opinions and ideas. Staff use the outdoor area well to support children's physical skills. They plan activities that children enjoy, such as water play where children spend long periods of time filling, emptying and pouring. Children develop their fine motor skills and imagination as they use pipettes to make potions for staff. Staff make obstacle courses with crates and planks to support children's balance, coordination and confidence. Children show great determination to balance without staff support.

Leadership and governance

Expected standard

Leaders work closely with families and external professionals to ensure that all children receive the support they need. They carefully monitor children's progress and review support regularly, making adjustments where necessary. Leaders ensure that staff benefit from meaningful training, including relevant courses to meet children's individual needs and circumstances. They recognise that further work is needed such as coaching and monitoring to ensure staff consistently adapt teaching to support the implementation of communication and language within their curriculum. Leaders' ongoing commitment to professional development and inclusive practice helps to create a safe and supportive environment for all children. Leaders and staff ensure that parents are fully involved in every aspect of their child's time at the nursery. They communicate children's next steps and provide activities for children to do at home with parents to continue building on their learning. Leaders recognise where families need extra support and provide additional services such as a food bank, nappy bank and books they can take home and read together. Additionally, they have identified children need extra support in their emotional wellbeing. Leaders provide families with 'calming bags' to practise techniques at home such as blowing bubbles and smelling lavender. Furthermore, leaders and staff have made adaptations to their routines, such as offering a hot meal to all children every day. These strategic actions support children's overall wellbeing. Staff morale is high and leaders prioritise staff wellbeing by offering regular supervisions and check-ins. Staff say they feel valued, listened to and know how to access additional support when needed. The support in place enhances morale and contributes to a positive, motivated team culture.

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

Children are warmly welcomed into a safe, carefully planned and stimulating learning environment. Leaders promote an inclusive environment for all children. Staff provide a variety of activities that reflect children's interests and abilities, closely aligning them with their next steps. As a result, all children, including those with special educational needs and/or disabilities, make great progress from their starting points. Children master key skills they need for their future development and are well prepared for school. For instance, they develop their independence. During free play, children have ample opportunities to practise skills such as pouring and emptying. They transfer these skills to pouring themselves a drink at mealtimes with accuracy. Children thoroughly enjoy water play. When they have finished, older children confidently find their belongings, change their clothes and hang their bags back on their pegs. Children develop positive attitudes to learning in this nurturing and enriching environment which staff provide, contributing to their overall development and wellbeing. Older children have an abundance of confidence. When they return from a trip to the local sensory garden, they eagerly tell staff that they have seen a squirrel. Children thrive as they act out the 'Bear Hunt' story in the garden showing an understanding of the sequence and structure of the story. They continue their learning as staff offer chalk so they can draw a bear on the ground. Children are proud of themselves and describe their drawings to staff in detail. The key worker system supports all children to build secure attachments with their key person, helping them feel safe and secure. For example, staff support their key children to transition from outdoor play to settle to mealtimes. Staff also provide small intervention groups when their key children need extra support in their development and wellbeing. Children develop positive relationships with their peers. They take turns serving themselves snack and play cooperatively in the garden.

Next steps

Leaders should continue to focus on supporting staff development to ensure that the curriculum for communication and language is a consistently high quality. Leaders should continue to improve staff's skills to help them make the most of all opportunities, including mealtimes and outdoor play to extend children's learning even further about healthy lifestyles.

About this inspection

The inspector spoke with leaders, practitioners, 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.

About this setting

URN: 2762152
Address: Springfield Primary School West Road, Spondon Derby DE21 7AB
Type: Childcare on Non-Domestic Premises, Full day care
Registration date: 25/01/2024
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: Derby

Facts and figures

Age range at inspection: 2 to 4
Total places: 48

Data from 1 May 2026

Kids Planet Springfield Unique reference number (URN): 2762152 Address: Springfield Primary School, West Road, Spondon, Derby, DE21 7AB Type: Childcare on non-domestic premises Registered with Ofsted: 25/01/2024 Registers: EYR, CCR, VCR Registered person: Kids Planet Day Nurseries Limited Inspection report: 1 May 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 Inclusion Strong standard The nursery is fully inclusive, where every child's needs are recognised, valued and acted upon. Leaders and staff know all the children and their families extremely well. From the earliest stages, staff identify when children need extra support and arrange home visits to support families. This approach ensures that children with special educational needs and/or disabilities, children who speak English as an additional language, children known and previously known to social care, and disadvantaged children receive tailored support. Staff make evidence-led decisions to meet the needs of individual children and work closely with parents to design individual target plans whilst referrals are in place. Leaders and staff regularly review plans, ensuring children consistently receive the tailored support they need to make significant progress. Leaders use early years pupil premium funding to provide rich experiences to support children's individual needs, which they may not have access to otherwise. Leaders monitor the impact of funding carefully, reviewing outcomes to ensure that resources make a measurable difference to children's experiences and development. Staff work incredibly well with professionals and external agencies to ensure that children with barriers to learning gain the right support. For example, staff make thoughtful adjustments to the daily routine and equipment needed to reduce barriers to participation and promote wellbeing. Achievement Expected standard Children are progressing well when their starting points and life experiences are taken into account. They are settled and confident, and they show clear signs of interest in what staff offer daily. Typically, children are developing skills that will support their eventual move to school. They gradually learn to strengthen their fine motor control, and older children use scissors to cut with precision. Children explore creative ideas with paints and play dough. They solve problems together as they sort objects by colour and count how many they have in their bowl. Children develop a range of physical skills by balancing and climbing on outdoor equipment and riding pedal bikes. Older children use writing tools to draw recognisable pictures and can explain what they have drawn. Children with barriers to learning make steady progress through targeted interventions. Leaders act early to remove barriers, and staff generally adapt routines and teaching so every child can take part. Individual target plans are followed, which is reflected in children's increasing confidence, engagement and willingness to try new things. Behaviour, attitudes and establishing routines Expected standard Staff show genuine care and kindness, modelling positive behaviour and respectful interactions. These positive relationships, along with a clear emphasis on wellbeing, help children develop trust and feel secure, leading to confident, happy, and well-settled children. As a result, children turn to their key persons for reassurance, knowing they are always available to offer comfort and gentle support. Children show they are familiar with the routine as they typically follow the rules and boundaries set by staff. Staff create an environment where children become curious and engaged in play. Children think of their own ideas and test them out to see if they work, developing their problem- solving skills. They show satisfaction in what they have done and want to share it with others. Staff offer regular praise, building children's confidence and self-esteem. Children build positive relationships with their peers as they play group games together and staff support children to work together to balance on a see-saw. Leaders work effectively with families to promote the importance of punctuality and regular attendance. They offer support where barriers arise, such as changes of hours and days to accommodate individual needs. Children's welfare and wellbeing Expected standard Staff know their key children well and consider children's emotional wellbeing closely when planning experiences. For example, they ensure that they are aware of children who may need additional support. Trusting relationships are formed. Children practise their independence skills, such as washing their hands before snack time and helping to tidy away outdoors. Typically, routines help children understand what is expected of them and enable them to manage these tasks confidently. Staff begin to introduce pictures linked to simple emotions and feelings, such as happy and tired. As children move through the nursery, more feelings and emotions are introduced. For example, when they reach pre-school, children can explain how they are feeling and why they feel that way. Staff fully supervise children when they are eating and sleeping to promote their safety. In the main, leaders and staff provide a healthy diet. Staff make sure that mealtimes are opportunities to promote children's good manners and social skills. However, children do not consistently have opportunities to make healthy choices during snack and mealtimes. Although children have regular access to outdoor play and exercise and the opportunity to learn how this impacts on their bodies, staff do not consistently encourage children to understand why healthy choices are important. As a result, children are not developing the appropriate knowledge they need to stay healthy. Curriculum and teaching Expected standard Leaders have designed an inclusive curriculum to build on children's existing skills and knowledge across all areas of development. They set age and stage appropriate learning goals for each room, supporting all children to be well prepared for their future learning. Staff fully understand the curriculum and, on the whole, deliver it well. Leaders and staff know the children well and accurately assess children's learning and development. Staff use this information to plan activities to build on what children know and can do. Staff effectively support children with barriers to their learning. For instance, they plan small group times to support communication and language in a quieter environment. Furthermore, staff use Makaton to encourage children to communicate their needs. Typically, teaching is effective. However, there are occasions when the implementation of the curriculum to support children's communication and language is less effective. For example, sometimes, staff use questioning techniques which limit conversations and further language development. This impacts on children's ability to develop their language skills further, such as having opportunities to express their thoughts, opinions and ideas. Staff use the outdoor area well to support children's physical skills. They plan activities that children enjoy, such as water play where children spend long periods of time filling, emptying and pouring. Children develop their fine motor skills and imagination as they use pipettes to make potions for staff. Staff make obstacle courses with crates and planks to support children's balance, coordination and confidence. Children show great determination to balance without staff support. Leadership and governance Expected standard Leaders work closely with families and external professionals to ensure that all children receive the support they need. They carefully monitor children's progress and review support regularly, making adjustments where necessary. Leaders ensure that staff benefit from meaningful training, including relevant courses to meet children's individual needs and circumstances. They recognise that further work is needed such as coaching and monitoring to ensure staff consistently adapt teaching to support the implementation of communication and language within their curriculum. Leaders' ongoing commitment to professional development and inclusive practice helps to create a safe and supportive environment for all children. Leaders and staff ensure that parents are fully involved in every aspect of their child's time at the nursery. They communicate children's next steps and provide activities for children to do at home with parents to continue building on their learning. Leaders recognise where families need extra support and provide additional services such as a food bank, nappy bank and books they can take home and read together. Additionally, they have identified children need extra support in their emotional wellbeing. Leaders provide families with 'calming bags' to practise techniques at home such as blowing bubbles and smelling lavender. Furthermore, leaders and staff have made adaptations to their routines, such as offering a hot meal to all children every day. These strategic actions support children's overall wellbeing. Staff morale is high and leaders prioritise staff wellbeing by offering regular supervisions and check-ins. Staff say they feel valued, listened to and know how to access additional support when needed. The support in place enhances morale and contributes to a positive, motivated team culture. 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 Voluntary Childcare Register requirements This setting has 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 Children are warmly welcomed into a safe, carefully planned and stimulating learning environment. Leaders promote an inclusive environment for all children. Staff provide a variety of activities that reflect children's interests and abilities, closely aligning them with their next steps. As a result, all children, including those with special educational needs and/or disabilities, make great progress from their starting points. Inspector: Kate Francis Children master key skills they need for their future development and are well prepared for school. For instance, they develop their independence. During free play, children have ample opportunities to practise skills such as pouring and emptying. They transfer these skills to pouring themselves a drink at mealtimes with accuracy. Children thoroughly enjoy water play. When they have finished, older children confidently find their belongings, change their clothes and hang their bags back on their pegs. Children develop positive attitudes to learning in this nurturing and enriching environment which staff provide, contributing to their overall development and wellbeing. Older children have an abundance of confidence. When they return from a trip to the local sensory garden, they eagerly tell staff that they have seen a squirrel. Children thrive as they act out the 'Bear Hunt' story in the garden showing an understanding of the sequence and structure of the story. They continue their learning as staff offer chalk so they can draw a bear on the ground. Children are proud of themselves and describe their drawings to staff in detail. The key worker system supports all children to build secure attachments with their key person, helping them feel safe and secure. For example, staff support their key children to transition from outdoor play to settle to mealtimes. Staff also provide small intervention groups when their key children need extra support in their development and wellbeing. Children develop positive relationships with their peers. They take turns serving themselves snack and play cooperatively in the garden. Next steps Leaders should continue to focus on supporting staff development to ensure that the curriculum for communication and language is a consistently high quality. Leaders should continue to improve staff's skills to help them make the most of all opportunities, including mealtimes and outdoor play to extend children's learning even further about healthy lifestyles. About this inspection The inspector spoke with leaders, practitioners, 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. About this setting Unique reference number (URN): 2762152 Address: Springfield Primary School West Road, Spondon Derby DE21 7AB Type: Childcare on non-domestic premises Registration date: 25/01/2024 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: Derby Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 1 May 2026 Children numbers Age range of children at the time of inspection 2 to 4 Total number of places 48 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