Childcare on Domestic Premises, Full day care in Trafford

Childcare on domestic premises

Unique reference number (URN): 2845007 Registered with Ofsted: 19/09/2025 Registers: EYR, CCR, VCR

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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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Inclusion Strong standard

Leaders have created a fully inclusive setting where children and families feel truly supported and valued. Leaders fully understand each family's individual circumstances and work with them to remove any barriers swiftly. Parents and carers benefit from regular meetings to share strategies to support with home learning. Leaders also support families to access support from other professionals and agencies and ensure that any recommendations are quickly acted upon.

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Inclusion Strong standard

Leaders introduce effective adaptations to ensure that all children can fully participate in the experiences on offer. The introduction of communication boards helps children with communication and language delay make choices at story and song times alongside their peers. Leaders sensitively adapt the learning environment to support children with emerging physical skills gain the confidence to stand unaided and begin to learn to walk.

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Inclusion Strong standard

Families and children who speak English as an additional language value the use of home language alongside English words. This helps them to feel part of the setting's community.

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Inclusion Strong standard

Leaders rigorously monitor children's progress, identify any learning needs and evaluate the impact. Support plans are quickly and skilfully adapted to ensure that they are making a difference to children's access to experiences and opportunities.

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Inclusion Strong standard

Parents and carers speak extremely highly of the support they are given at the setting. They celebrate the progress the children have made while in the setting. Children who face disadvantage and those who are known to or have previously been known to social care thrive in the setting. Children are supported by nurturing staff, who ensure they have the best possible start in life.

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Achievement Expected standard

All children, including those with special educational needs and/or disabilities and those facing other barriers to learning, make progress from their individual starting points across all areas of learning and development. Children's progress is regularly monitored. Staff use assessment tools and observation to check progress and to identify next steps. Children develop confidence and independence through the range of experiences on offer.

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Achievement Expected standard

Throughout the setting, children begin to learn to share and take turns through modelling from calm and responsive adults. Children show that they understand the expectations of the setting and can listen and follow instructions. They wait patiently for their turn during song time and say 'please' and 'thank you' at mealtimes.

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Achievement Expected standard

Children's physical development is supported though access to outdoor provision and visits to the local park. Children develop their fine motor skills as the youngest children practise using spoons, and the older children begin to use knives and forks. This also supports children's independence and self-help skills.

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Achievement Expected standard

Progress in communication and language is evident, as young children use sign language and are beginning to babble, while older children confidently talk about the recent visit to the canal.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have created a warm and welcoming environment for the children. Staff are calm and positive role models for the children. They use language, such as 'kind hands', as children play, and during mealtimes, staff model 'please' and 'thank you' as children eat.

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Behaviour, attitudes and establishing routines Expected standard

Children treat each other with kindness and share resources and space with others as they play. Staff praise the behaviour that they want to see and encourage children to persevere if they are struggling.

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Behaviour, attitudes and establishing routines Expected standard

Staff support all children to understand routines using basic sign and communication boards. Children demonstrate they understand and follow these routines by happily sitting on the carpet for a story before mealtimes and then moving on to wash their hands. However, at times, staff expect the children to wait for extended periods of time during mealtimes and circle times. This results in some children becoming distracted and losing motivation to learn.

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Behaviour, attitudes and establishing routines Expected standard

Leaders swiftly address any issues of non-attendance with families, supporting them to develop a positive attitude to attendance as they move on to school. Children attend well at the setting and this has a positive impact on their development and promotes a positive attitude to learning.

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Behaviour, attitudes and establishing routines Expected standard

Effective partnerships with parents and carers provide staff with opportunities to discuss routines and behaviour expectations and to share any strategies to use at home.

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Children's welfare and wellbeing Expected standard

Transitions into the setting provide staff with opportunities to get to know children's and families' individual needs before they start. This supports the children to settle quickly.

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Children's welfare and wellbeing Expected standard

Staff have attended training to help them use basic sign language to support children to express how they are feeling. Staff recognise when children become upset and respond with their favourite toys or extra cuddles. This results in all children building trusting relationships where they feel safe and secure.

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Children's welfare and wellbeing Expected standard

Leaders and staff use visual cues to ensure that children with special educational needs and/or disabilities or any other barriers to learning understand and can participate in the routines and experiences on offer throughout the day. For example, choice boards are used at mealtimes to indicate what children would like and if they are finished.

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Children's welfare and wellbeing Expected standard

Staff encourage children to wash their hands and faces before meals and after toileting. This helps them to develop good hygiene habits. Dietary requirements are managed effectively, and a nutritious and balanced diet is provided. Staff demonstrate that they understand how to keep children safe at mealtimes. For example, staff sit with the children at mealtimes, ensuring they are sat down and have finished all their food before leaving the table.

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Children's welfare and wellbeing Expected standard

Staff have secure knowledge of safe sleep requirements. Children have their own bedding and sleep in cots and mats in line with the guidance.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the curriculum in the setting. The skills and knowledge children need to learn have been identified, and staff use these to plan a range of activities and experiences.

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Curriculum and teaching Expected standard

Children benefit from staff who provide a running commentary as they play. They introduce new vocabulary during everyday routines, for example, at snack time, children are supported to 'scoop' the yoghurt. Staff sing and read to the children throughout the day. The youngest children sing ' E, I E, I, O', showing that they have remembered the new song they have learnt.

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Curriculum and teaching Expected standard

Older children listen intently to a story about 'Stickman' going to the beach. They show that they have remembered previous learning as they talk about how they need to put on suncream and a sunhat to keep themselves safe at the beach. This helps children to develop a love of reading and rhymes.

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Curriculum and teaching Expected standard

Staff model number language when they play alongside children. During song time, children count how many frogs have jumped into the pond as they sing '5 Speckled Frogs.' This supports children's emerging mathematical development.

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Curriculum and teaching Expected standard

Children's physical development is supported as they choose animals to help them get to the carpet. They 'swing like monkeys' and 'crawl like bears'. Children with special educational needs and/or disabilities (SEND) use communication boards to make their choices known. This helps all children feel included in the activity. Targeted and precise teaching supports children with SEND to make progress.

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Curriculum and teaching Expected standard

Children are encouraged to serve themselves during mealtimes to develop independence. However, at times, the choice of utensils is not suitable for the age and stage of development for the children, making it difficult for them to fully engage in the experience.

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Leadership and governance Expected standard

Leaders understand the setting's context and areas for development. They are committed to improvements and maintaining a high standard of education and care for all children.

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Leadership and governance Expected standard

Leaders reflect regularly on the provision and use this information to adapt and develop the setting's provision and curriculum. This is particularly effective for children with special educational needs and/or disabilities (SEND) as environments and resources are quickly adapted to ensure they are meeting children's current needs. Leaders manage staff workload and wellbeing. Staff speak highly of the leaders, they feel valued and well supported. Staff benefit from regular supervisions that provide opportunities to discuss children's progress and to reflect on their own practice. There is a positive culture that allows staff to ask questions and share their own ideas.

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Leadership and governance Expected standard

Parents speak extremely highly of the setting. They particularly value the support they receive from the staff team. Home learning is supported through regular meetings, and information about children's development is shared termly. This helps parents understand children's next steps and how these can be supported at home.

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Leadership and governance Expected standard

Parents of children with SEND and other barriers to their learning highlight how leaders and staff have swiftly identified and supported children to make significant progress in their development.

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Leadership and governance Expected standard

Leaders ensure that all statutory training is undertaken and implemented in practice. However, leaders realise the need to strengthen opportunities to provide staff with further training to help them consistently develop skills and knowledge.

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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 thrive in this warm and welcoming setting. Children benefit from warm and responsive adults, who support children's individual needs and interests. Children are confident to explore the environment and engage with unfamiliar adults. This demonstrates that the key-person system is embedded, and children feel safe and secure in the setting.

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

Children experience a wide range of experiences which support their development. Communication and language development is a strength of the setting. The youngest children use basic sign language to indicate their needs.

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

After a visit to the canal, the older children make rowing boats with the bricks. Children demonstrate that they have remembered new vocabulary as they talk about the oars they will need to steer the boats.

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

Children who speak English as an additional language become increasingly confident communicators. Staff support children to learn about routines and expectations for behaviour through the use of visual cues. Children with special educational needs and/or disabilities or those with other barriers to learning are given communication boards to support them to make choices during routines and activity times. This supports their developing communication and language skills.

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

Children's interests are used to plan a motivating learning environment. Babies become enthralled when they are exploring their senses during music and song time. Children are supported to join in with new experiences by warm and supportive staff.

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

Children benefit from regular visits to the local community. Children visit the local care home where they sing and read stories with the residents. This helps children to understand their wider community and the diverse world we live in.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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About this setting

Local authority: Trafford Children show positive attitudes to their learning. Their achievements are celebrated and this encourages them to try again. Children are learning how to manage their emotions through warm interactions with supportive staff. Children are well prepared for their next stage in learning.

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Next steps

Leaders should reflect on the organisation of routines in the day to ensure that they reduce waiting times for children and that they maximise learning. Leaders should enhance their professional development offer to ensure that staff have opportunities to attend additional training courses that are relevant and can support children in their care.

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About this inspection

The inspector spoke with leaders, practitioners and parents 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.

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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. 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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