Kids Planet Wavertree
Kids Planet Wavertree is a day nursery in Liverpool for children aged 0 to 5, with 87 registered places. Ofsted report card, 9 July 2026: Strong standard in 1 area, Expected standard in 5 areas; safeguarding standards met.
92 Heathfield Road, Wavertree, Liverpool, L15 9HA
Key facts
- Type
- Day nursery (Full day care) (Ofsted childcare register, as at 30 June 2026)
- Ages
- 0 to 5 (Ofsted childcare register, as at 30 June 2026)
- Registered places
- 87 (Ofsted childcare register, as at 30 June 2026)
- Registered
- 17 August 2018 (Ofsted childcare register, as at 30 June 2026)
Opening hours
Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Source: Ofsted report, inspection on 9 July 2026
Who runs it
Kids Planet Wavertree is run by Kids Planet Day Nurseries Limited (Ofsted register).
Latest inspection
- Inclusion: Strong standard
- Curriculum and teaching: Expected standard
- Achievement: Expected standard
- Behaviour, attitudes and establishing routines: Expected standard
- Children's welfare and wellbeing: Expected standard
- Leadership and governance: Expected standard
- Safeguarding standards met
Source: Ofsted, inspection on 9 July 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 are happy and settled in this nurturing environment. They form trusting relationships with their key person and other familiar adults, and they go to them for comfort when needed. This shows that they feel safe and secure, supporting a secure sense of belonging. All children are engaged and curious in their learning. They are happy and talk confidently to each other. Children play well with each other. Their behaviour is well managed, and children know what to expect. Staff offer praise and encouragement and recognise children's achievements. Children benefit from a variety of experiences that help the children to develop skills for the future and build on their previous learning.
Children access continuous snack. They wash their own hands before eating snack and pour and self-serve their snack of fruit. They develop independence skills in dressing and undressing themselves in the home corner. They learn about feelings and emotions and how to regulate their behaviour. They use play dough and natural resources to make faces to represent their feelings. This helps them to become confident in communicating their emotions. Children benefit from daily song and story times. Staff model effective communication and interactions, which help children to develop communication skills and learn new vocabulary.
What Ofsted found in each area
Inclusion: Strong standard
Leaders and staff swiftly identify children's needs and make provisions to implement support in a timely manner. They have robust procedures in place to ensure children have regular assessments to enable staff to identify any gaps in their learning. They devise individual education plans to support children with special educational needs and/or disabilities (SEND). This helps staff to build on children's starting points and encourage them to achieve their goals through well-planned activities and adaptations. Staff adapt activities to reduce barriers for children with SEND and those who face barriers to their learning. They have high expectations for all children and plan appropriately for their ongoing learning.
Leaders utilise additional funding to help to meet children's individual needs. For example, they purchase specific equipment to help support children's physical development. This is done in conjunction with parents to ensure the children's individual needs are met. Leaders rigorously monitor how this money is spent and the impact it has on children's learning. They work closely with parents and other agencies to ensure smooth transitions. Parents are fully involved in decision-making and know what support and interventions are in place for their child.
Curriculum and teaching: Expected standard
Staff understand children's development and plan age-appropriate activities to enhance their learning. The curriculum is organised well to build on children's prior learning and enable them to practise and develop these skills. Staff make effective use of assessment to ensure children are making progress in their learning. There is a high focus on vocabulary, which encourages children to learn new words. They enjoy reading and sharing books with staff and there are lots of opportunities for staff to model communication and language. There are many high-quality interactions between staff and children, with staff questioning children to extend their learning. Staff know what their children's next steps are and talk about how they use initial 'all about me' information to help plan their next steps. For example, staff plan opportunities to help babies to build on their skills and move towards these next steps, such as providing opportunities for them to stand and cruise while learning to walk.
Staff introduce mathematical language during play to help children to learn about the concepts of counting, number, shape and measure. They play turn-taking games to help children learn about sharing, and they teach children about feelings and how to express their emotions. Staff provide opportunities for children to develop independence, promoting handwashing and toileting and self-serving meals and snacks. However, routines such as tidy-up time are not consistently promoted as opportunities for developing skills.
Achievement: Expected standard
All children make steady progress from their starting points and typically achieve well. They access a wide range of age-related activities and opportunities to help them to achieve the next stage in their learning. They enjoy exploring and are motivated and confident to try new things. For example, children develop effective communication skills through stories, songs and conversations during play. They communicate well with others, sharing their needs and ideas. Children enjoy exploring books, joining in with familiar songs and taking part in imaginative play. Children develop mathematical understanding as they count and explore number.
Children develop physical skills through outdoor play, where they build confidence as they climb, balance, run and explore. They have opportunities to develop some skills throughout the day to promote their independence. For example, they feed themselves, self-serve meals and snacks, and help to set the table. However, on occasion, some routines such as tidy-up time are not consistently utilised as opportunities for developing skills they will need as they continue their learning. On the whole, children are prepared for the next stage in their learning, such as the transition to school.
Behaviour, attitudes and establishing routines: Expected standard
Children generally behave well. They show respect for the staff and their peers and learn to share and take turns. They develop positive relationships with others and are confident and motivated to explore. Staff provide a warm and caring environment where children build relationships with familiar adults. Children are happy, settled and emotionally secure. Routines and transition times are typically well embedded, which helps children to feel safe and develop a sense of belonging. However, on occasion, transition arrangements around lunchtimes are not always well planned, with children sometimes waiting for meals to be served, which causes children to become restless.
Leaders have effective procedures in place for monitoring attendance, and staff follow up on children's absences to help ensure children remain safe. They work closely with parents to build strong relationships to ensure a positive attitude to attendance and collaboration. Staff typically model the importance of treating others with kindness and respect and are positive role models. However, they do not consistently model and promote good manners during mealtimes. This means children do not always have opportunities to learn from respectful communication.
Children's welfare and wellbeing: Expected standard
Interactions are sensitive to all children's needs and wants. Babies feel confident with their key person and have formed clear and strong bonds that make them feel safe and happy. Staff know the children well and support their emotional development and wellbeing by establishing warm and positive relationships with their key person. This means that children form secure attachments. Leaders and staff provide daily opportunities for children to develop an understanding of the importance of being physically healthy. They have many opportunities to be active during the day and benefit from healthy and balanced meals and snacks. Children learn about oral health and how to keep their teeth clean and healthy, as well as developing independence in handwashing and self-care.
Leaders and staff create an inclusive environment for all children. They provide care that supports children's individual needs, ages and/or stages of development, particularly regarding their routines, feeding schedules and safe eating practices. Staff are positive role models and show children how to sit and eat safely to minimise choking risks.
Leadership and governance: Expected standard
Leaders have a good understanding of their areas for improvement. They have identified where some improvements need to be made and have started to implement these changes. Leaders follow strict recruitment procedures to ensure staff are suitable and appropriately qualified. They offer a thorough induction process so that they know what is expected of them in their role. Regular supervision and coaching opportunities ensure that staff receive support in their role and are clear on their priorities for improvement. Staff wellbeing is a priority. They are valued and well supported by leaders, who place a strong emphasis on promoting wellbeing and supporting their workload.
Leaders have a clear ambition to provide high-quality provision for all children. They have a clear focus on supporting children with special educational needs and/or disabilities (SEND) and plan accordingly to ensure appropriate support is in place. Partnerships with parents are a strength, with leaders and staff signposting families to services that will benefit them and their children. They are proactive in contacting and liaising with other agencies to get the help and support for children with SEND and those who face other barriers to their learning. While staff typically support children well, there are some inconsistencies in how some routines are organised across the day. For example, during lunchtime, children can be seated for a while before being served their food. This can impact on children's behaviour as they become restless.
What the setting must and should do next
The provider should:
- Leaders and staff should further utilise everyday moments, such as transitions, meals and tidy-up time, to model good manners.
- Leaders and staff should continue to develop mealtime transitions to ensure children are not waiting for long periods of time.
Ofsted's words, from the report on the inspection on 9 July 2026. Read the full report on the Ofsted website. Contains public sector information licensed under the Open Government Licence v3.0.
Inspection history
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
- Bluebell Nursery School - Day nursery, Liverpool L15 9EU, ages 0 to 4, 49 places, 0.2 milesOfsted, 10 July 2024: Outstanding overall; safeguarding is effective
- Kids Planet Waverton - Day nursery, Liverpool L15 9ED, ages 0 to 4, 130 places, 0.3 milesOfsted, 9 April 2024: Good overall; safeguarding is effective
- King David Kindergarten - Pre-school, Liverpool L15 6WU, ages 2 to 4, 80 places, 0.4 milesOfsted, 16 May 2024: Good overall; safeguarding is effective
- Busy Bees Day Nursery at Liverpool Childwall - Day nursery, Liverpool L15 6UU, ages 0 to 4, 56 places, 0.4 milesOfsted, 12 July 2024: Good overall; safeguarding is effective
- Wavertree Christian Fellowship Nursery And Preschool - Day nursery, Liverpool L15 5BZ, ages 2 to 4, 40 places, 0.5 milesOfsted, 7 March 2025: Outstanding overall; safeguarding is effective
Schools nearby
- Mosspits Lane Primary School - Primary, 0.1 miles
- The Blue Coat School - Secondary, 0.3 miles
- King David Primary School - Primary, 0.4 miles
- King David High School - Secondary, 0.4 miles
- Royal School for the Blind (Liverpool) - Special, 0.4 miles