Didsbury Childminding at Broad Oak

Inclusion: Strong standard

Leaders and practitioners consistently support children with special educational needs and/or disabilities (SEND) to ensure that they make excellent progress both in the setting and at home. Leaders have established effective systems that ensure key staff work closely with children with SEND. This enables these children to receive support that is carefully tailored to their individual needs. Practitioners have high expectations of what children with SEND can achieve. They support them to participate alongside their peers while ensuring that activities and experiences remain appropriate to their stage of development. As a result, children can safely access all aspects of the daily routine.

The setting has robust systems for identifying and assessing children's needs. Staff use a range of targeted communication and language assessment tools to identify children who may require additional support. This enables practitioners to plan and deliver support that is appropriately matched to children's individual developmental needs.

Leaders use early years pupil premium funding effectively to enhance children's learning experiences. For example, they have invested in books and additional resources to further develop children's early literacy skills. Leaders and staff work closely with parents and carers to share information about children's medical needs and to establish common long-term goals. This collaborative approach ensures that children with acute medical needs receive consistent and effective support. Consequently, parents express confidence in staff's ability to meet their children's individual needs.

Curriculum and teaching: Expected standard

Leaders have established appropriate ambitions for the curriculum and have considered how it is designed across all areas of learning. They have identified what they want children to learn and have taken steps to support practitioners in developing their knowledge and understanding of the curriculum. Some staff are still developing their understanding of the curriculum and the teaching strategies needed to implement it effectively. This leads to some inconsistencies in teaching. For example, during group activities, staff do not always adapt their teaching approaches sufficiently to maintain children's engagement. As a result, some children lose interest quickly and do not consistently achieve as well as they could. Leaders recognise these areas for development. They have identified the need to ensure that the curriculum is implemented consistently to a high standard and that teaching effectively promotes children's learning through play.

Overall, the curriculum is taught appropriately, and staff understand children's individual starting points and stages of development. Children's physical development is supported well. For example, babies develop their strength, coordination and overall physical skills as they explore the varied terrain in the forest school area. Practitioners also teach mathematical concepts effectively. Children develop their understanding of early mathematical ideas, including shape, size and measure. Babies feel safe, secure and happy in the setting. They demonstrate high levels of wellbeing and develop strong relationships with their key people, who provide nurturing and responsive care.

Achievement: Expected standard

Children typically develop well from their starting points. For example, children who began attending the setting before they were walking have gone on to take confident independent steps. Children's physical development is supported effectively through a range of planned activities and by staff helping them to build their confidence in the outdoor space. Leaders have typically considered how they prepare children for the next stage in their learning, including their eventual move to school. For example, children engage in a range of language-rich experiences to help develop the skills they need for literacy. This helps children to become familiar with sounds, letters and the recognition of their own names. Children with special educational needs and/or disabilities, and those who face barriers to their learning, generally achieve well. Children are provided with support to regulate their emotions and manage their feelings. This contributes positively to children's emotional wellbeing and helps them to feel safe and secure in the setting.

Behaviour, attitudes and establishing routines: Expected standard

Children build warm and trusting relationships with the practitioners who care for them. Practitioners consistently reinforce positive behaviour and praise children when they make positive choices. As a result, children typically engage in their activities and generally enjoy learning. They are kind and respectful towards one another and show respect for their environment. Children understand the setting's routines and generally follow these confidently. They enjoy taking part in circle times and are familiar with routines at mealtimes. For example, children know to wash their hands before eating and are confident in serving their own meals.

Practitioners understand and take account of children's individual needs, including those of children with special educational needs and/or disabilities. Staff are supportive and encourage and help children to understand daily routines and what will happen next. When children display unwanted behaviour, practitioners respond appropriately and support them to understand expectations and make positive choices.

Children play cooperatively alongside one another and develop positive relationships through their shared experiences. For example, while playing in the forest, children work alongside each other to make mud pies and explore sticks of different sizes. They demonstrate curiosity, cooperation and enjoyment as they learn together. Leaders and staff promote regular attendance and communicate effectively with parents about the importance of children attending the setting. This helps parents understand the value of consistent attendance in supporting children's learning, development and progress.

Children's welfare and wellbeing: Expected standard

Policies and procedures are generally well established and support children's welfare and wellbeing effectively. Staff create a welcoming, safe and nurturing environment where children feel secure and are able to learn and develop. Children have regular opportunities to access the outdoors and particularly enjoy exploring the forest. They confidently explore the natural environment, hiding between the trees and playing chase with their friends. The key-person system is well established. Children typically form secure and trusting relationships with the staff who care for them, helping them to feel safe and confident within the setting. Staff promote children's independence and encourage them to take responsibility for their own personal care. For example, children know to wash their hands after returning from the forest and are supported to manage this routine independently.

The setting provides nutritious, home-cooked meals for children each day. Staff support children to develop healthy physical and emotional skills and work with parents to promote these skills at home. For example, staff have developed recipes that parents can access and prepare with their children at home, helping to promote positive experiences around food and cooking beyond the setting. Staff have appropriate knowledge of the latest guidance on sleep and follow procedures that are in line with current guidance. Children sleep on flat mattresses and staff carry out regular checks to ensure that children remain safe and well while sleeping.

Leadership and governance: Expected standard

Leaders have identified that the process for providing regular, constructive feedback to staff is not yet fully embedded. Although this has recently been introduced to support staff to develop their knowledge and practice, it is too early to see it demonstrating a consistent impact on the quality of teaching and interactions across the setting. Leaders recognise the need to embed this process further so that staff receive timely and effective feedback that leads to sustained improvements in their practice and, consequently, better outcomes for children. Leaders have a clear understanding of the setting's context and what makes it unique. They have secure plans in place to drive improvement and have identified areas where further development is needed. Leaders demonstrate a commitment to improving the quality of provision and work with the local authority to consider how best to support the setting and staff team.

Partnerships with parents are a particular strength of the setting. Leaders and staff prioritise positive and respectful relationships with families and go above and beyond to understand and celebrate children's different cultures, backgrounds and family circumstances. Parents are made to feel valued and are supported to play an active role in their children's learning and development. Leaders ensure that information about children's development is shared effectively with parents. Staff have developed electronic communication for families, which provides information and ideas across a range of areas of children's development. This helps parents to understand how they can support their children's learning at home and strengthens the partnership between home and the setting. Leaders provide ongoing training opportunities for staff and are committed to their own professional development. They seek support and guidance from the local authority to develop their practice and improve the quality of provision for children. Leaders consider staff wellbeing and workloads and ensure that all staff are supported well.