URN 2805601 · Inspected 2026-08-07 · Published 2026-09-15 · Inspector: Remi Stennett
Didsbury Childminding at Broad Oak Unique reference number (URN): 2805601 Address: Broad Oak Primary School, Broad Oak Lane, MANCHESTER, M20 5QB Type: Childcare on non-domestic premises Registered with Ofsted: 09/09/2024 Registers: EYR, CCR, VCR Registered person: Didsbury Childminding Limited Inspection report: 7 August 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 Expected standard 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. 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. 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. 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. 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 thrive in this welcoming, home-from-home setting. They form strong bonds with the adults who care for them, and enjoy their time at nursery. Children benefit from extensive opportunities to explore and investigate outdoors, particularly in the forest. They develop their physical skills and are supported by staff who follow their interests. For example, children confidently explore the forest, making mud pies and finding sticks of different sizes as they play alongside their friends. The curriculum is designed to help children develop emotional security and become confident, curious learners. Children develop positive social skills during their time at the setting. They arrive happily and eagerly seek out their key people before joining their friends in play. For example, children roll play dough into different shapes and structures as they play alongside one another. Younger babies enjoy breakfast with their key people and benefit from meaningful conversations that support their communication and language development. Children show interest in songs and rhymes and use objects of reference to help them understand and participate. Staff understand children's individual needs, including those of children with special educational needs and/or disabilities (SEND), and provide sensitive support to help them feel secure and included. Staff respond sensitively to children's care needs. During nappy changes, staff sing songs and engage children in playful interactions, helping them to feel secure and cared for. Children develop independence through familiar routines, such as washing their hands after returning from the forest. They learn about the importance of good oral hygiene and are encouraged to brush their teeth daily while at the setting. The curriculum places a strong emphasis on developing children's communication and language skills and fostering a love of books. Children participate in regular story sessions, and practitioners frequently engage them in singing a wide range of nursery rhymes. Staff also adapt the curriculum effectively for children with SEND to ensure that learning experiences are appropriate for their individual stages of development. Next steps Leaders should embed regular constructive feedback so that staff receive targeted support to improve their practice and leaders can evaluate its impact on teaching, interactions and children's outcomes. Leaders should strengthen staff's knowledge of the curriculum and effective teaching strategies so that activities are consistently adapted to sustain engagement and support all children to achieve their full potential. About this inspection The inspector spoke with leaders, practitioners and parents 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. Inspector: Remi Stennett About this setting Unique reference number (URN): 2805601 Address: Broad Oak Primary School Broad Oak Lane MANCHESTER M20 5QB Type: Childcare on non-domestic premises Registration date: 09/09/2024 Registered person: Didsbury Childminding Limited Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 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 7 August 2026 Children numbers Age range of children at the time of inspection 1 to 3 Total number of places 40 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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