Debbie Ducks Childcare

Debbie Ducks Childcare

Unique reference number (URN): 2863536 Address: Stepping Stones, Community Hall, Ilkeston Road, Heanor, DE75 7AG Type: Childcare on non-domestic premises Registered with Ofsted: 11/11/2025 Registers: EYR, CCR, VCR Registered person: Kean, Shaunna

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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.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

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.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have high expectations of children's behaviour. Staff develop secure relationships with children, helping them to share and be mindful of others. Staff are vigilant in supervising children, offering support when required. For example, when several children want to play a computer golf game, staff help them understand how to take turns. Staff show children the clock and explain that when the hand reaches a specific number, it will be their turn. Children check the clock, excitedly recognising it is their turn to play the game. This helps children develop their personal and social skills and an early understanding of timekeeping and turn-taking. Children are polite and are keen to talk to visitors to share their experiences of the setting. They eagerly put up their hand, waiting for their turn to contribute during conversations.

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Behaviour, attitudes and establishing routines Expected standard

The inclusive environment is full of laughter as children take part in group games. Others prefer to work alone to create paper helmets, for instance. When children accidently cut off the wrong section, staff encourage them to consider how they can resolve this. Children learn to problem-solve as they carefully think about their options. They proudly show staff, visitors and their friends their completed creation, confidently describing how they made it. Children are praised for their achievements. Leaders monitor attendance closely to ensure children's safety. They communicate with school staff, parents and carers if a child has not arrived for their session, for example.

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Children's welfare and wellbeing Expected standard

Leaders and staff know children and their families well. Staff understand that each child is unique and generally adapt activities and the environment to be inclusive and to meet individual needs. Children are encouraged to take an active role in the setting. For example, staff involve children in planning the activities on offer each day.

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Children's welfare and wellbeing Expected standard

Overall, children are supported to keep themselves healthy, happy and safe. Staff support children to learn road safety rules as they walk to and from school. Children are supported to understand how to stay safe online. Staff share this information with parents and carers to help continue these safe practices at home. Staff embed hygiene practices, such as handwashing, and children demonstrate independence as they manage these routines competently.

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Children's welfare and wellbeing Expected standard

While staff understand the importance of promoting healthy lifestyles, during snack time some unhealthy options are offered. At times, children are allowed to plan the choices for snack without staff guidance. As a result, children sometimes choose foods which are high in sugar. This means that children's understanding of making healthy food choices is not consistently embedded.

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Inclusion Expected standard

Leaders provide an inclusive setting, where all children access and take part in activities of interest, such as crafts, group games and outings. Staff are reflective in their approach and adapt activities, ensuring children can fully engage with what is on offer. The range of activities suits all children, including those who thrive on joining in larger group activities and those who enjoy quieter activities, such as colouring. This helps all children to feel safe and settled after their school day.

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Inclusion Expected standard

Children are encouraged to work at their own level and are supported by staff, when required. For example, when playing a group game, children take turns to carefully pull sticks from a tube. Staff promptly recognise when younger children require additional help. They join the activity, gently supporting children to understand the rules of the game, enabling them to play with their friends.

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Inclusion Expected standard

Leaders gather some information about children with special educational needs and/or disabilities (SEND). They share information regarding children's health and wellbeing with schools that children attend. However, leaders have not yet contacted all key external professionals who are involved in the care of children with SEND. Leaders know that key professionals have developed tailored plans to help children achieve their targets, but staff are not yet fully informed on how to support children effectively, due to the lack of communication.

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Leadership and governance Expected standard

The setting has undergone recent changes in leadership. Newly appointed leaders have ambitious plans for the setting and are clear on their expectations for the provision. They are proactive in their approach and are working with all staff to enhance their knowledge of working with young children. Leaders recognise that further support is needed to help staff understand the importance of guiding children to choose healthy snacks. Leaders also understand that they need to engage with key agencies to help meet children's health and wellbeing needs.

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Leadership and governance Expected standard

Leaders fully consider staff's wellbeing and workload, ensuring that support is available when needed and expectations are realistic. This helps maintain a safe and positive environment for everyone. Parents and carers are positive about the care their children receive at the setting. They say the setting is inclusive and accommodates children and their individual needs. Parents feel that their children are included in all activities and that they feel safe and secure in the caring environment. Children are overwhelmingly positive about the setting. They enjoy being with their friends and playing the fun games on offer.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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

Children thoroughly enjoy their time at the setting. Embedded routines help children arrive from school and settle quickly. For example, children know to wash their hands on arrival and put their coats and bags safely to the side of the main playroom. Children are eager to catch up with their friends. Staff show genuine interest as children chat confidently about their school day.

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

Children access a variety of resources and activities that staff have thoughtfully provided. All children confidently choose what they want to engage and play with, asking for additional

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Address:

Stepping Stones Community Hall, Ilkeston Road resources when needed. Children enjoy the adult-led activities on offer and stay focused for extended periods. For example, children enjoy manipulating play dough as they pretend to make cakes. They use a variety of tools to roll, chop and mould the dough, happily sharing ideas with their friends. Staff challenge children to make different shapes, using the moulds. Children readily take up the task. Children smile, giving staff a 'high five', when they succeed at making heart shapes from the dough.

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Address:

Children, including those with special educational needs and/or disabilities, benefit from interacting with children of different ages. Older children involve younger ones in their group activities and offer friendly guidance on how to play games. Staff know the children who are less confident and those who prefer quieter play. Staff always prepare activities that children can do in smaller groups or by themselves, enabling all children to take part at their level and feel safe and supported.

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Next steps

Leaders should strengthen how they support children to make healthy food choices to promote secure foundations for their physical health and wellbeing. Leaders should work in partnership with key agencies involved with children who are disadvantaged, and those with special educational needs and/or disabilities, to fully support their individual needs.

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About this inspection

The inspector spoke with leaders, staff, children, parents and carers during the inspection.

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About this 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. Heanor DE75 7AG Type: Childcare on non-domestic premises

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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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.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

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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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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