DeeDee Childcare Limited

DeeDee Childcare Limited
Unique reference number (URN): 2782383
Address: The Forum Centre, Forum Square, Civic Centre, Wythenshawe, Manchester, M22 5RX
Type: Childcare on non-domestic premises
Registered with Ofsted: 02/04/2024
Registers: EYR, CCR, VCR
Registered person: Deedee's Childcare Limited
Inspection report: 28 April 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Strong standard
Achievement Strong standard
Children learn new skills and are well prepared for their next stage in learning. They learn to
take responsibility for their own self-care needs. For example, children wipe their own noses
and wash their hands. Older children cut their fruit and pour their own drinks. Children learn
perseverance as they build tall towers. They develop independence and are prepared well
for school.
Children develop their personal, social and emotional skills consistently well. Babies select
their own toys and resources. They look at books and bring them to staff to read. Older
children choose which food to eat and learn to confidently serve themselves at mealtimes.
Children begin to form their own opinions and develop a sense of belonging from an early
age. Children with special educational needs and/or disabilities achieve consistently well
and are narrowing the gaps in their learning.
Children learn rhymes and listen to stories together. Babies giggle with delight as they sing
songs on rockers outside. Older children join in with action songs and sing about pizza as
they knead dough together. Children grow in confidence as they develop communication
and language skills, and demonstrate that they feel seen and heard.
Behaviour, attitudes and establishing routines Strong standard
Leaders have consistently high expectations for all children's behaviour. They work with staff
to establish a harmonious and respectful culture. For example, babies learn to wait before
they can sit on rockers. Age-appropriate rules are applied consistently and fairly, and
children know to use 'inside voices' and 'walking feet.' Staff offer high levels of praise for all
children, including those who may have barriers to their learning and/or wellbeing. This
helps all children to feel valued, included and ready to learn.
Children have built warm and trusting relationships with staff who respect their needs and
wishes. Babies and young children are able to choose who they go to for comfort throughout
the day. This means children feel settled and develop extremely positive attitudes to
learning. Children are inquisitive and eager learners, engaged with their learning. They
focus their attention on what matters and concentrate well. For example, children enjoy
mixing their own dough and talk about the changes in the materials.
There are highly effective systems in place to manage any issues in attendance. Leaders
are quick to act positively and support families, ensuring children's welfare. Staff teach
children the importance of being kind and are positive role models for the children. They
skilfully resolve conflicts, consistently validating children's feelings and teaching them self-
regulation skills. This means children are extremely well prepared for their next stage in
learning.

Children's welfare and wellbeing Strong standard
Children are happy and settled and have formed nurturing relationships with staff. There are
effective systems in place to support children new to the setting, taking into account their
preferences and needs. Leaders and staff know their children extremely well. Children's
special interests are followed and leaders go over and above to make families feel
welcomed. Leaders have created a safe and welcoming nursery where children and staff
play and learn together. Children forge deep relationships with each other and play hide and
seek outside, giggling with glee as they are 'found' by their friends. All children, including
those with special educational needs and/or disabilities, and those with barriers to their
learning and/or wellbeing, demonstrate they feel cherished and included. This helps to
promote children's emotional wellbeing and a strong sense of belonging.
Children learn about making healthy choices and are encouraged to manage their own
personal needs. Staff ask children if they are tired and need a rest. Children choose which
fruit and drink they would like for snack. Leaders and staff follow consistently effective
hygiene practices. Children learn to wash their hands and talk about how this washes the
germs away. Children model brushing their teeth through brushing a tiger's teeth with a
toothbrush. This helps establish healthy habits and children learn independence skills.
Curriculum and teaching Strong standard
Leaders provide a highly inclusive curriculum that is available and accessible to all children.
They skilfully consider wider contextual information, as well as the individual needs of their
children and families. Daily routines are embedded consistently well and are designed to
cause least disruption to the children.
The curriculum and teaching is focused consistently accurately on each child's age and
stage of development. Staff expertly use their training and skills to support this. For
example, highly qualified staff deliver bespoke science projects to children. As a result,
children develop positive attitudes to learning as they explore new and exciting things.
Leaders and staff use high-quality interactions to assess what children know and can do.
They skilfully adapt their teaching to meet each individual need. This means they narrow the
gap in children's learning.
Mathematics is taught consistently well and builds on what children already know and can
do. Staff sing number songs and count with babies as they go up the steps to the slide.
Young children use language such as full, empty, big and small. Older children learn about
shapes as they select different cutters in the dough. This means children become confident
learners and are prepared well for their next stage in learning.
Physical development is actively promoted extremely well. Children are consistently
supported to keep an active lifestyle and to make healthy choices. Babies eat their lunch
with forks and learn to use open- topped cups. Older children pour their own drinks and use
spoons and tongs to serve themselves. Babies carefully balance along low beams outside,
closely supported by adults. Children enjoy throwing, catching, climbing and riding bikes in
the large outdoor area. They learn to swim and play toddler rugby, helping to develop their
muscles and coordination.

Equality and diversity is taught consistently well. Children share, take turns and learn about
the different beliefs of their friends in a meaningful way. For example, staff have joined with
families to make books on what makes them special. Skilled staff also deliver specific
programmes to older children about equality and differences. This helps children to make
connections and learn about the world around them.
Inclusion Strong standard
Leaders consistently demonstrate how they make a measurable difference to the
opportunities and experiences of all children. This includes the most disadvantaged children,
those with special educational needs and/or disabilities (SEND) and those who may face
other barriers to their learning and/or wellbeing. This is a strength of the setting. Leaders
identify children's needs consistently quickly and accurately. For example, they purchase
specialised equipment and resources to help support children with SEND. Staff
communicate using a translation app to support children with English as an additional
language. This helps children to settle well and allay any fears and anxieties they may have.
Leaders make wise and effective decisions when spending additional funding. They identify
activities which support specific children, while also benefiting all the children in the setting.
For example, children enjoy free swimming lessons and toddler rugby sessions each week.
This inclusive approach benefits all children and supports their physical development
extremely well. It helps promote a healthy lifestyle, while developing essential life skills.
Leaders have formed extremely effective relationships with outside agencies which have a
consistently positive impact on all the children. Leaders have ensured that all staff are
trained in various aspects of SEND and supportive strategies. This means children's
additional needs or barriers to learning and/or wellbeing are identified early. Staff rigorously
monitor children's progress and ensure any adaptations are making a sustained difference.
For example, regular assessments highlight any gaps early in children's learning. This
information is used to create individual targeted next steps for each child. This close
attention to detail helps all children make consistent progress from their starting points and
rapidly narrows the gap in their learning.
Leadership and governance Strong standard
Leaders have an excellent understanding of their setting and its context. They have made
strategic decisions which have had an extremely positive impact on all children. In particular,
the organisation of the toddler rooms has supported children with special educational needs
and/or disabilities (SEND). Leaders have extremely high expectations for all children,
including those with SEND, and those who may face barriers to their learning and/or
wellbeing.
Leaders are ambitious. They make swift and decisive action to drive improvements to
maintain consistently high standards of care and education for children. They have made a
detailed analysis of their setting's strengths and areas for improvement and understand the
impact these will have on their children. Staff are courteous and professional and high
expectations are embedded across the setting. Leaders undertake regular supervisions and
set measurable targets for their staff. Staff feel supported by leaders and are encouraged to
make contributions to the running of the nursery. Staff design the broad and balanced

curriculum within each room, with the close oversight of leaders. Leaders and staff know
their children well and consistently ensure all children's needs are met.
Partnership with parents is highly effective. Parents consistently speak of the support they
receive and the positive impact this has had on their children. They say the nursery is a
'magical place' for their children, where they receive 'amazing care'. Staff suggest books and
resources to continue children's learning at home. Leaders work closely with parents and
support them incredibly well, especially with SEND referrals. Leaders ensure healthy and
nutritious meals are freshly prepared and share favourite recipes with parents.
Leaders have placed a key focus on high-quality training and development for all staff. This
has had a positive impact on the quality of provision and on practitioners' practice. Staff
swiftly identify any additional needs and put accurate adjustments in place. Leaders have
formed extremely successful partnerships with outside agencies and professionals. They
work effectively together with a consistent focus of improving outcomes for all children,
including those with SEND. Children settle quickly and are prepared well for their next stage
in learning.
Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met

Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children are welcomed warmly as they arrive happy and ready to start their day. They greet
their friends with a smile and are encouraged to make decisions about their learning. Babies
choose their own toys and older children decide to make dough with an adult. This helps
children develop a sense of belonging and to feel seen and heard.
Children build secure and trusting relationships with leaders and staff who know and
understand them well. Leaders provide an inclusive and thoughtfully designed curriculum
which is accessible to all. All children succeed and make rapid and sustained progress from
their individual starting points. This includes children with special educational needs and/or
disabilities (SEND), and those who may face barriers to their learning and/or wellbeing.
Children's physical development is supported extremely well. Babies squeal with delight as
they rock on the seesaw outside. Older children use bikes with control and climb up and
over equipment, throwing balls and catching. Children attend regular swimming and rugby
sessions, as well as bespoke science and equality programs, delivered by highly trained
staff. Children are prepared extremely well for their next stage in learning.
Children feel included and learn about similarities and differences in a meaningful way. Staff
work closely with parents to create books which celebrate their family's diverse cultures.
They use translation software to include children with different home languages, along with
words and pictures from home. Families speak extremely highly of the setting and leaders
direct them to relevant external support. Children form strong bonds with their key persons
and settle consistently well. They develop a growing sense of community, understanding
and awareness of people around them.
Children are inquisitive and show high levels of engagement when exploring and learning
together. Children use magnifying glasses to look at objects in the room. They build towers
together and concentrate as they add the final brick. Children work together and develop

Inspectors:
Kate Bate
Chris Scully
About this setting
Unique reference number (URN): 2782383
Address:
The Forum Centre
Forum Square, Civic Centre, Wythenshawe
Manchester
M22 5RX
Type: Childcare on non-domestic premises
Registration date: 02/04/2024
Registered person: Deedee's Childcare Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
perseverance and confidence. They follow embedded routines and behave consistently well.
Children develop independence and have formed extremely positive attitudes to learning.
Next steps
Leaders should ensure continued improvement in the setting's successful work to remove
barriers for children who need extra help to realise a transformational impact on all
children's achievement and wellbeing.
About this inspection
The inspectors spoke with leaders, staff, parents and children during the 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.

Local authority: Manchester
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 28 April 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
110
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.

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