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Kids Planet Coppull

Kids Planet Coppull is a day nursery in Chorley for children aged 0 to 4, with 35 registered places. Ofsted report card, 4 August 2026: Strong standard in 2 areas, Expected standard in 4 areas; safeguarding standards met.

Kids Planet Day Nursery, 193 Spendmore Lane, Coppull, Chorley, PR7 5BY

Key facts

Type
Day nursery (Full day care) (Ofsted childcare register, as at 30 June 2026)
Ages
0 to 4 (Ofsted childcare register, as at 30 June 2026)
Registered places
35 (Ofsted childcare register, as at 30 June 2026)
Registered
30 June 2025 (Ofsted childcare register, as at 30 June 2026)

Opening hours

Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

Source: Ofsted report, inspection on 4 August 2026

Who runs it

Kids Planet Coppull is run by Kids Planet Day Nurseries Limited (Ofsted register).

Latest inspection

  • Inclusion: Expected standard
  • Curriculum and teaching: Strong standard
  • Achievement: Expected standard
  • Behaviour, attitudes and establishing routines: Strong standard
  • Children's welfare and wellbeing: Expected standard
  • Leadership and governance: Expected standard
  • Safeguarding standards met

Source: Ofsted, inspection on 4 August 2026. Contains public sector information licensed under the Open Government Licence v3.0.

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

Children and their families are welcomed into the setting warmly. Children are greeted by their familiar staff and are settled straight into the provision. Children feel a sense of belonging as they are settled and secure in their environment. Children know where to place their belongings as they identify their name and choose a name to select their peg of choice. As a result, children are settled, calm and ready to learn. Children explore the environment, eager to learn, as they are curious and approach staff with confidence. Children are excited to attend the setting as leaders and staff work with parents to promote the importance of attendance for continuous learning opportunities.

Children and their parents are encouraged to develop their self-care routines. Staff promote oral hygiene as they offer free toothbrushes and toothpaste upon entry to the setting. Children are encouraged to take books home to share with their families as leaders and staff promote a love for books. As a result, children develop their communication skills and demonstrate an independence for looking at books, turning pages with care and purpose. Children and parents develop close bonds with leaders and staff. As a result, children benefit from effective partnerships between home and the setting as they experience consistency and form positive attachments.

Children develop well and are able to flourish as learning is kept exciting and interesting. Younger children are supported with their social development as they interact with staff and enjoy looking at books and puppets together. Older children are encouraged to climb, jump and scale equipment as they develop their balance and gross motor skills.

What Ofsted found in each area

Inclusion: Expected standard

Leaders and staff monitor children's progress and development through effective assessments and observations. This impacts on staff's planning and teaching as they implement appropriate and specific next steps, tailored to promote children's individual targets. Staff can generally identify emerging gaps through this monitoring and implement interventions to provide support. For example, children with dual language are supported with communication sheets as staff ask parents and their families to provide important and specific routine words from their home language. As a result, staff then use these familiar words within the setting to provide children with familiar language they understand and can therefore develop from.

Staff support children with special educational needs and/or disabilities as they typically provide appropriate strategies. For example, staff support children with communication as they complete further assessments to identify their stage of understanding, speech and hearing. Staff are keen to support but not all staff are confident in their knowledge to meet individual children's needs as staff are not always consistent in the same room. As a result, interventions and support are not consistently impactful because consistency of the same staff in a room is not always maintained. Leaders and staff work with other professionals to gain advice and implement suggestions to improve practice where necessary. Staff maintain open communication with parents to provide relevant feedback.

Curriculum and teaching: Strong standard

Leaders and staff create an environment where learning is promoted through an ambitious and clear curriculum. Leaders want all children to develop into confident and independent learners with a particular focus on developing their communication and emotional regulation. As a result, learning opportunities focus primarily on these areas as children are encouraged to take risks, socialise and recognise their feelings. Children thrive from high-quality teaching as staff consistently use every opportunity to teach. Learning is sequential as room leaders work together to provide appropriate and supportive baselines for children to be working towards in preparation for transitions and future learning. As children explore the outdoor area, staff read 'We're Going on a Bear Hunt' as children participate in large movements. Children are asked to identify their different body parts as they 'squelch squerch' through the mud. Children are engaged and laugh together. Younger children are provided with different sized dinosaurs as they explore messy play. Staff use age-appropriate language as they repeat single words for children to hear and repeat as the dinosaurs 'stomp' through the 'gloop'.

Leaders ensure the curriculum and teaching is inclusive as they incorporate home languages to support children with additional barriers to their learning, such as dual language. As a result, children are included and are supported to learn alongside their peers. Staff skilfully adapt in the moment to follow children's emerging thinking as an ice cream van is being role played, for example. Staff introduce mathematical language as they ask children to count the ice creams before handing them out to their friends.

Achievement: Expected standard

Children typically achieve well throughout this setting as teaching and learning is central throughout. Staff create learning opportunities to develop independence, communication and a sense of belonging, as children respond with a clear willingness to learn. Children are prepared for future transitions as they develop their skills for independence from a young age. Babies and toddlers are encouraged to feed themselves as they are guided by staff when needed. Older children skilfully use their knives to chop their food and serve themselves around the table.

Staff work collaboratively with other professionals to adapt their learning to be appropriate and meaningful. As some members of staff are not consistently in the same room, some children take longer to progress to the next stage of learning. For example, as staff work in different rooms, their knowledge of children's individual next steps is not always clear. However, children with special educational needs and/or disabilities and those who may face other barriers to their learning make progress following specific interventions that key workers share across the setting.

Behaviour, attitudes and establishing routines: Strong standard

Children at this setting love to learn. Children embrace all activities with clear enthusiasm and participate well. As a result, behaviour is positive as children feel secure and engaged in their learning. Children follow embedded routines well, as staff identify a 'handy helper' at mealtimes to assist with laying the tables and sharing cutlery and plates with their friends. Children take pride in this role as they proudly wear their medal and follow instructions. Children develop positive relationships with one another as they form close friendships through play and interactions. Positive behaviour is praised by staff consistently. Younger children are consistently supported by staff swiftly to make positive choices and they model sharing and turn taking. Children respond well to this and enjoy initiating play with their peers.

Children are clearly settled and secure as they actively want to attend this setting. Parents express how children 'ask for it to be a nursery day' as staff work hard to promote the importance of attendance and punctuality. Parents acknowledge this and understand how continuous learning promotes development. Children with special educational needs and/or disabilities and those who face additional barriers to their learning demonstrate a positive attitude as they develop close bonds with their key workers. Children understand and respect their boundaries and the expectations of leaders and staff.

Children's welfare and wellbeing: Expected standard

Children's welfare and wellbeing is respected across the setting. Leaders and staff create an environment of inclusion, celebration and positivity. Children speak confidently, knowing they will be heard and listened to. Children are supported to make healthy choices as they are taught the importance of exercise and healthy eating. Children enjoy activities to promote their physical development as they jump and run to warm up before completing an obstacle course focusing on balance. Children access the cosy area independently as they express they 'need to have a rest and a story to cool down'.

Children who face other barriers to their learning are supported by their key workers. For example, leaders use additional funding effectively to develop children's gaps in learning and support their welfare. Leaders and staff respond to children's needs and offer comfort swiftly when needed. Leaders and staff are reflective in their practice to review that routines and procedures are appropriate and having a positive impact on children, especially for those with special educational needs and/or disabilities. Staff demonstrate safe eating practices as children are supported and supervised throughout mealtimes, encouraging the use of cutlery. Children sleep in safe, nurturing spaces as safer sleep practices are understood and adhered to by leaders and staff.

Leadership and governance: Expected standard

Leaders promote an environment that prioritises continuous development and improvement. Leaders reflect on experiences and work closely with staff to ensure the impact remains positive for children. For example, there is a priority to support staff to remain in consistent rooms to provide further development to staff's knowledge and professional development. Leaders are dedicated and show passion within their roles which provides positive role models for staff to learn from. Staff express how they feel supported by leaders and how they are encouraged to prioritise their professional development through continuous training opportunities. For example, staff have access to an online training portal where they can select any additional training that is of interest to them in addition to the mandatory training. Leaders use supervisions and appraisals effectively to understand how staff are feeling and are proactive to support their wellbeing.

Leaders and staff work hard to establish close relationships with other professionals, parents and families as they provide open communication and advice or support when needed. Parents express their gratitude for staff and leaders always offering an 'open door to talk' for any concerns or queries they may have. Leaders and staff promote building engagements within the community as children visit the local care home and share celebration cards or kind words with local businesses at special times of the year. Staff feel these connections are key for children to build to form a deeper understanding of the world around them.

What the setting must and should do next

The provider should:

  • Leaders and staff should strengthen their strategies to share information about children between staff to provide consistency in supporting and fully meeting individual needs.

Ofsted's words, from the report on the inspection on 4 August 2026. Read the full report on the Ofsted website. Contains public sector information licensed under the Open Government Licence v3.0.

Ofsted report cards (England, from November 2025)

Since 10 November 2025 Ofsted has graded nurseries and pre-schools on a report card. There is no single overall grade. Instead, each of six areas gets one of five grades: Exceptional, Strong standard, Expected standard, Needs attention, Urgent improvement.

The six areas are inclusion; curriculum and teaching; achievement; behaviour, attitudes and establishing routines; children's welfare and wellbeing; leadership and governance. Safeguarding is judged on its own, as met or not met.

Expected standard means the setting does what Ofsted expects of every setting. Strong standard and Exceptional are above that; Needs attention and Urgent improvement mean Ofsted found things the setting has to put right.

Source: Ofsted reports

Funded childcare hours in England

All 3 and 4 year olds in England can get 15 hours of free childcare a week, for 38 weeks of the year.

Working parents of children aged 9 months to 4 years old can get 30 hours of free childcare a week for 38 weeks of the year (Free Childcare for Working Parents), if they meet the earnings rules. You confirm your details every 3 months.

Some 2 year olds can get 15 hours a week when the family gets certain kinds of extra support.

The hours are used at a registered provider that offers them, so ask each nursery how it offers the funded hours.

Source: GOV.UK: Free Childcare for Working Parents, check if you're eligible · GOV.UK: Free childcare and education for 2 to 4 year olds (checked 31 October 2026)

Other nurseries nearby

  • Sunny Brow Playschool - Day nursery, Chorley PR7 4PG, ages 1 to 3, 22 places, 0.5 miles
    Ofsted report card, 19 August 2026: Strong standard in 2 areas, Expected standard in 4 areas; safeguarding standards met
  • Coppull St. John's Pre-school - Day nursery, Chorley PR7 5DU, ages 1 to 4, 25 places, 0.9 miles
    Ofsted, 9 March 2023: Good overall; safeguarding is effective
  • Charnock Richard Pre-School - Pre-school, Chorley PR7 5NA, ages 2 to 4, 34 places, 1.1 miles
    Ofsted, 20 January 2023: Good overall; safeguarding is effective
  • Eaves Green Pre-School Childcare Centre - Pre-school, Eaves Green PR7 3QG, ages 2 to 4, 40 places, 1.5 miles
    Ofsted, 4 October 2023: Good overall; safeguarding is effective
  • Eaves green preschool - Pre-school, Chorley PR7 2JG, 20 places, 1.7 miles

Schools nearby

Kids Planet Coppull on the Ofsted website