Infinity Childcare Ltd

Infinity Childcare Ltd
Unique reference number (URN): 2747654
Address: 234 Market Street, Droylsden, Manchester, M43 7AZ
Type: Childcare on non-domestic premises
Registered with Ofsted: 06/09/2023
Registers: EYR, CCR, VCR
Registered person: Infinity Childcare Limited
Inspection report: 10 February 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
Children's welfare and wellbeing Strong standard
Staff place children's welfare at the centre of their practice. Children's care is thoughtful and
adapted to individual needs. Staff sensitively support children with toilet training, respecting
their dignity. They talk to children during care routines to reassure them and support their
understanding. Staff encourage children to recognise when they need the toilet and support
growing independence. Older children manage personal care confidently. Children
understand the importance of handwashing as they discuss washing germs away. Leaders
have made this a clear focus, and practice is now consistent across the setting. Children
carry this out confidently and independently. Secure relationships mean children seek
reassurance when needed and respond positively to calm guidance.
Staff promote respect for similarities and differences through everyday discussion and
themed experiences, helping children feel valued and included.
When parents attend stay-and-play sessions, staff provide ideas to support healthy eating
and good oral health at home. They share practical guidance and offer oral health packs so
families can continue these messages beyond the setting. Leaders ensure that advice is
clear and practical. Children also benefit from daily opportunities to be physically active,
strengthening their coordination and stamina. As a result, children show increasing
awareness of healthy choices and how these support their wellbeing.
Inclusion Strong standard
Leaders prioritise inclusion so that every child can take part and make progress. Staff
identify children with special educational needs and/or disabilities early through careful
observation, and they check children's speech and language development thoroughly.
Leaders implement the graduated approach confidently. They review and refine their support
in response to children's needs. Leaders work closely with families and external
professionals to secure referrals, agree targets and plan transitions. This ensures children
receive timely support that helps them remain engaged in learning.
Leaders take practical steps to reduce any barriers children may have to learning. Additional
funding strengthens communication and language through lending libraries, story sacks and
shared strategies that extend learning into the home. Children who speak English as an
additional language receive support through visual prompts and clear communication so
they understand routines and can participate fully. Leaders offer flexible sessions and
additional holiday provision to help families establish regular attendance and maintain
continuity of care. As a result, children access the curriculum consistently and take part
confidently in daily routines and learning experiences.

Expected standard
Achievement Expected standard
Children make effective progress from their starting points across the areas of learning.
They grow in confidence when joining activities, managing routines and sustaining play.
Children follow instructions more independently, contribute ideas during group times and
show increasing understanding of the world around them. They demonstrate improving
coordination and control during physical activities and develop early mathematical
awareness through everyday experiences.
Children in receipt of additional funding and those with special educational needs and/or
disabilities take part fully in daily experiences and develop skills appropriate to their stage of
development. They show growing confidence in social interactions, engagement and
managing their emotions.
Children become increasingly independent in personal care, selecting resources and
handling transitions well. They cooperate with others, take turns and follow routines with
confidence. As a result, children develop the knowledge, skills and attitudes needed for the
expectations of starting school.
Behaviour, attitudes and establishing routines Expected standard
Leaders set clear expectations for behaviour. Children understand what is expected and
respond appropriately. Lunchtime is settled and well managed. Children sit together, talk
about what they have brought to eat and tidy away independently when finished. They
return lunch boxes to their pegs without being asked. Staff give regular praise for sensible
choices, which helps children repeat positive behaviour. However, at times, some staff do
not explain expectations consistently. This means children do not always develop the same
clear understanding of why certain boundaries are in place.
Children demonstrate responsible behaviour throughout the day. They confidently approach
visitors and invite them to join their play. During outdoor play, they encourage visitors to take
part in the obstacle course and explain how to balance and move safely. This shows they
understand how to keep themselves and others safe.
Leaders monitor attendance carefully. They notice if a child is absent and contact families to
understand the reason. They review patterns of absence and follow these up where needed.
Clear arrival routines help children settle into the day and know what to expect. This
supports consistency and helps children to engage from the start.
Curriculum and teaching Expected standard
Leaders design a broad curriculum that reflects children's interests and prepares them for
their next stage in learning. Communication and language are prioritised. Younger children
hear new words such as 'Jurassic' and 'prehistoric', while older children use them
confidently. Staff also support personal, social and emotional development by encouraging

turn-taking and cooperation during group games. This helps children to build confidence and
manage relationships.
Staff promote children's physical development effectively. Children strengthen their
coordination through activities such as using hammer and nails and completing obstacle
courses. During outdoor play, staff build mathematical understanding through positional
language such as 'spin left' and 'spin right' as children role play on the swings. This supports
both physical control and early mathematical thinking.
In the main, teaching is effective. During free play, staff support children to develop their
imagination through learning linked to their interests. For example, children make Valentine's
Day cards, selecting materials independently and sharing ideas. These interactions help
children remain focused and confident. However, these interactions are not applied
consistently by all staff. During larger group sessions, teaching is not always adapted well
enough to keep all children engaged. During circle time, some younger children lose interest
as the learning does not consistently reflect their stage of development. Furthermore, in
whole-group discussions, questioning does not always help children to develop their thinking
skills. As a result, not all children benefit from the intended learning.
Leadership and governance Expected standard
Leaders have a clear understanding of the setting's strengths and areas for development.
They engage openly in reflective discussion and respond positively to feedback. They
review practice regularly and consider how improvements can be sustained over time.
However, their oversight is not yet sharp enough to ensure agreed improvements are
applied consistently by all staff. As a result, adult interactions vary and teaching is not
always as consistent as it could be.
Leaders support staff wellbeing through regular supervision and open communication. They
consider workload carefully and respond flexibly when additional support is needed. This
helps to ensure children experience consistent care and stable relationships. Leaders
identify priorities for improvement, but staff training is not always matched closely enough to
gaps in practice. As a result, improvements are not embedded consistently across the team.
Leaders know the children in their care well and prioritise communication, language and
preparation for starting school. They make informed decisions about the provision and
additional funding to meet children's individual needs. Leaders maintain strong partnerships
with families and external professionals to support children's development and wellbeing.
These strategic decisions help ensure children receive appropriate support and are
prepared for their next stage of 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 arrive confidently and separate from their parents with ease. They greet adults
warmly, move straight into play and show they feel secure in their surroundings. Staff notice
how children arrive each morning and respond accordingly. Some children are given time to
settle quietly at breakfast club before joining the wider group. Furthermore, staff encourage
children to develop an understanding of emotions through books and discussion. Children
name how they feel and staff support them to manage any feelings of frustration so they can
join in with activities successfully. This helps children feel safe, valued and ready to learn.

Inspector:
Kelly Little
About this setting
Unique reference number (URN): 2747654
Address:
234 Market Street, Droylsden
Children confidently explain their ideas and experiences. They describe how a 'curve'
changes the direction of a train track and link this to tram outings. As children play with
dinosaurs, staff encourage children to count how many horns a triceratops has and compare
this with other dinosaurs. This builds vocabulary, strengthens early number understanding
and helps children connect new learning to what they already know.
Children develop independence in meaningful ways across the day. They choose whether to
have snack, pour their own drinks and tidy away after lunch. They organise themselves
without waiting for direction and follow hygiene routines, understanding why washing their
hands matters. Outdoors, they climb trees, balance on equipment and ride bikes while staff
explain why wheels should stay on the ground to keep everyone safe. Children apply this
guidance, adjusting their behaviour to protect themselves and others. This supports children
to become confident and ready for their next stage of learning.
Next steps
Leaders should monitor practice more closely to strengthen teaching so all children
benefit from consistently high-quality learning experiences.
Leaders should ensure professional development is precisely targeted to individual staff
needs to improve practice even further.
About this inspection
The inspector spoke with leaders, practitioners, the special educational needs coordinator,
the designated safeguarding lead, external professionals, 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.

Manchester
M43 7AZ
Type: Childcare on non-domestic premises
Registration date: 06/09/2023
Registered person: Infinity Childcare Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Tameside
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 10 February 2026
Children numbers
Age range of children at the time of inspection
2 to 4
Total number of places
45
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.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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