Growing Minds Montessori ChildcareOfsted report card, 9 Sept 2026

Growing Minds Montessori Childcare

Unique reference number (URN): EY561958 Address: Oakwood Lane, Barnton, Northwich, Cheshire, CW8 4HE Type: Childcare on non-domestic premises Registered with Ofsted: 03/10/2018 Registers: EYR, CCR, VCR Registered person: Growing Minds Childcare Ltd

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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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Children's welfare and wellbeing Expected standard

Children develop secure attachments with their key person. They seek them for comfort when they become upset. This makes children feel safe and secure in the setting. Children, including those known (or previously known) to children's social care, learn to be independent. For example, they put their coats and shoes away when they arrive. They are taught self-help skills as they learn to clean their hands and faces after eating. This means that they understand how to look after their own health and wellbeing.

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Children's welfare and wellbeing Expected standard

Children learn the importance of physical exercise when they play outside. Babies develop their strength as they climb on soft-play equipment. They benefit from nutritious meals. Effective procedures are in place, such as safer sleeping and eating. This means that children are kept safe during these times. Children benefit from the support put in place for parents around these routines. For example, children become toilet trained.

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Children's welfare and wellbeing Expected standard

Children learn about different countries and cultures as they share stories in different languages. Children learn to value books and develop a sense of themselves.

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Achievement Needs attention

Children make some progress from their individual starting points. Staff recognise that children have different starting points and rates of learning. Systems for tracking children's progress and identifying next steps are not used consistently. As a result, children do not always receive the targeted support they need to make expected progress. Children with special educational needs and/or disabilities and children known (or previously known) to children's social care make some progress. Their experiences differ, and they do not always receive the support they need. This means that they do not make steady progress.

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Achievement Needs attention

Children's communication and language skills are developed. They learn to become effective communicators, making their needs and wants known. Language skills develop through sharing stories. For example, older children retell stories using phrases from the book. Children in pre-school are well supported for the next stage in their development. For example, they self-serve at mealtimes and put their coats on.

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Behaviour, attitudes and establishing routines Needs attention

There are inconsistencies in how some staff support children's behaviour. For example, when children are unkind in their interactions, staff do not always support children to understand their actions and the impact their behaviour has on others. Routines throughout the day are not fully embedded throughout the setting. For example, children wash their hands for lunch, but some do not sit down promptly. This disrupts the transition to mealtime as children are not ready to eat. Furthermore, where children have followed the expectations, they are seated for long periods. This means they become disengaged, and this contributes to the disruption further.

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Behaviour, attitudes and establishing routines Needs attention

Children develop positive relationships with staff. They share their thoughts and include staff in their play. Staff are positive and caring towards children. They offer praise, which builds confidence and improves self-esteem. When children transition into the setting and become upset, staff are quick to offer reassurance and cuddles. This helps children to settle. Older children develop positive attitudes to their learning and play. They include their friends in their activities and engage in imaginative play.

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Behaviour, attitudes and establishing routines Needs attention

Leaders promote attendance and punctuality. They work with parents and carers to overcome barriers they may face. For example, they offer flexible hours, meaning children benefit from regular learning and care.

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Curriculum and teaching Needs attention

Leaders do not have an effective overview of the curriculum. They do not have a clear vision of what they want children to learn and be able to do. As a result, there are inconsistencies and weaknesses in practice, and there are limited opportunities for learning. Staff do not monitor children's development effectively. They have an overview of children's next steps, but do not always identify gaps in knowledge. On occasion, staff adapt learning to meet the needs of children. For example, when counting, some children count to smaller numbers, whereas some children are challenged and count to bigger numbers.

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Curriculum and teaching Needs attention

Children's language skills are developed throughout the setting. Younger children use single words to describe textures, and older children use sentences to talk about what they are making. Children engage in long conversations, supported by staff who ask relevant and thought-provoking questions. They enjoy stories and signing rhymes at transition times. Mathematical language is used throughout play. For example, children learn to fill containers until they are 'full' and say if they need 'more'. Physical development is encouraged through soft play. Children access the large outdoor area, where they climb and run.

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Inclusion Needs attention

Children with special educational needs and/or disabilities (SEND) are not consistently supported. Leaders do not support staff to be able to identify children's needs or to implement effective support plans. Where gaps in children's progress are identified by staff, support put in place is not given time to have an impact. As a result, children do not receive the support they need to make expected progress. Adaptations to learning activities are made, but this is not consistent. This means that children do not always access a well- planned curriculum that meets their needs. Staff do not receive the support they need to be able to support children with SEND. The support children receive is reliant on staff's prior knowledge.

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Inclusion Needs attention

Children who are known (or previously known) to children's social care are supported. Time is taken to understand barriers they face, and help is put in place. Where referrals for speech and language therapy are made, staff work closely with parents and encourage regular attendance to sessions. As a result, children are supported and make progress in this area. Parents report that staff are approachable when discussing concerns about their children.

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Leadership and governance Needs attention

Leaders notified Ofsted of an event that meant the process for reporting incidents was not followed. Leaders took appropriate steps following the incident to improve knowledge and understanding of procedures to follow. As a result, practice in relation to safeguarding has been strengthened.

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Leadership and governance Needs attention

Leaders have a broad understanding of the strengths and areas for development in the setting. Although weaknesses are identified, strategies are not always implemented or evaluated consistently. For example, leaders trial different approaches to improve the curriculum, making it difficult to compare their impact. Leaders also do not always reflect on practice. For example, inconsistent expectations for reporting behaviour mean they cannot accurately assess whether behaviour has improved. Furthermore, leaders have not ensured that significant events are notified to Ofsted in a timely manner. However, they have taken appropriate action to resolve this.

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Leadership and governance Needs attention

Staff report that leaders manage their wellbeing well. They add that they regularly receive training, although this is limited. They are not always given the opportunity to further their own professional development. Supervisions are in place for staff. However, they do not consider staff workload and ensure they can carry out their responsibilities for children with special educational needs and/or disabilities.

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Leadership and governance Needs attention

Leaders and staff build positive relationships with parents and families. Parents report communication is a strength, and they are kept up to date with their child's day. Leaders and staff have open conversations when they have concerns and offer support when needed.

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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's experiences across the setting vary. The curriculum is inconsistent and not implemented effectively. In some rooms, children's gaps in learning are not identified. As a result, children's learning opportunities are limited. Children's gaps in knowledge and skills mean that they are not always prepared for the next stage in their learning. Although barriers to learning are identified, support plans are not put in place quickly. Therefore, children do not always make expected progress.

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

Routines are not fully embedded. For example, in some rooms the organisation of mealtimes is not effective. Children become disengaged because they are expected to wait for longer than is appropriate for their ages and stages of development. Children are not taught the expectations for their behaviour. They do not fully understand the impact their behaviour has on others.

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

Children are greeted at the door by warm, friendly staff. They settle quickly and seek support from familiar adults when needed. They learn to be independent from a young age as they take off their shoes and put them away, and put their coats on to play outside. Children begin to learn to look after themselves as they wash their hands for lunch and wipe their noses.

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

Children are confident and approach adults to ask for help. They learn to communicate effectively using their developing language skills. They enjoy spending time playing games with their friends. Older children include others in their play and learn to share and take turns. Children develop a love of stories. Throughout the setting, children enjoy retelling familiar stories through their play.

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

Children with barriers to learning and attendance are well supported by flexible hours. The importance of learning is shared with parents and carers. There are procedures in place to

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About this setting

Unique reference number (URN): EY561958 monitor attendance.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

implement a structured, well-sequenced curriculum that effectively promotes all areas of learning 28/10/2026

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Action Completion Date

use effective ongoing assessment to monitor children's progress and to adapt activities to meet their needs 28/10/2026

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Action Completion Date

ensure that staff have clear and consistent expectations for behaviour and that they understand how to share these effectively with children 28/10/2026

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About this inspection

The inspector spoke with leaders, staff 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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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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Address:

Oakwood Lane Barnton Northwich Cheshire CW8 4HE

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Growing Minds Childcare Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Address:

Local authority: Cheshire West and Chester

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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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