Griffin, Jennifer

Griffin, Jennifer

Unique reference number (URN): EY242850 Address: 53 Hambledon Mill Park, ACCRINGTON, Lancashire, BB5 5FQ Type: Childminder Registered with Ofsted: 08/09/2003 Registers: EYR, CCR, VCR Registered person: Griffin, Jennifer Rose

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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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Achievement Strong standard

Children rapidly excel through the curriculum and exceed expected levels of development for their ages and stages. They speak with confidence and clarity and hold detailed conversations from a young age with the childminder and their peers. Children demonstrate mathematical skills during play, such as counting, recognising numbers in the environment and using magnifying glasses to compare the sizes of different items they find in the garden. Children are well prepared for their next stages in learning, including their move to school. They demonstrate concentration skills, confidence and the ability to learn new information quickly.

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Achievement Strong standard

Children with special educational needs and/or disabilities show significant development in their learning and wellbeing from their starting points. All children settle quickly into the childminder's care and develop secure emotional stability, which gives them a good base to achieve socially and academically.

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Behaviour, attitudes and establishing routines Strong standard

The childminder encourages children to use good manners at every opportunity and to be respectful towards others. This helps create a warm and loving environment between all children present. Additionally, children remain motivated and eager to join in with all activities on offer to them. Children share and are encouraged to take responsibility and be helpful. For example, children hand out the tools they need for activities, such as paper, cutters and activity boards. Children behave extremely well and learn to make their own decisions when handling disputes. The childminder guides children to make the right choices during their play and learning. This helps children respect one another and new people.

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Behaviour, attitudes and establishing routines Strong standard

Children are secure in the routines of the day. They know to tidy up when they have finished with one activity before moving on to the next. Children gather their own coats and wellies before going out and practise getting dressed, with appropriate support and encouragement from the childminder. Children learn how to be independent and are positive towards completing their own self-care skills. They persevere with tasks such as emptying dough that gets stuck in tubs, showing positive attitudes towards learning and achieving. They cheer when they have accomplished it. Children's attendance is tracked, and parents are supported to continue children's learning. The childminder checks up on children if they are absent and offers support and resources to use at home if they are off for a longer period of time to help keep children involved. The childminder understands how to tackle potential barriers to attendance.

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Children's welfare and wellbeing Strong standard

The childminder teaches children routines, rules and boundaries that support their safety and wellbeing. For example, children wait by the door before going into the garden. They know the childminder goes out first to check the garden is safe. Children practise robust, hygienic self-care routines and understand how to stay happy and healthy in the childminder's care. They know to go into the quieter corner for nappy changes where it is more private and to wash their hands after messy play or before mealtimes. Additionally, children know how to access their own drinking water. Children are regularly reminded what food is good for our bodies and consistently make healthy choices in their food and drink.

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Children's welfare and wellbeing Strong standard

The childminder helps children understand their emotions and the impact their actions have on others. When children are feeling unwell, she asks them to point to how they are feeling on the emotion chart and offers sensitive support to help their wellbeing. Children are secure and trust the childminder implicitly. Additionally, children ask each other how they are feeling, using books that depict different emotional faces. Children are kind and caring towards each other. They say, 'I'm reading her a book to help her feel better.' This shows children have excellent emotional security and awareness. Children receive high levels of comfort that is adjusted depending on their ages or stages in development and emerging needs. This helps children feel valued, loved and to settle quickly.

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Curriculum and teaching Strong standard

The childminder consistently promotes children's thinking and encourages them to speak throughout play and routines. Children use a range of language to express themselves and demonstrate their imagination skills during play. They create ice creams in the water tray and describe the colours and shapes they use. Children invite others to play, and the childminder skilfully asks questions that help extend their learning further, such as, 'What flavour could it be?'

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Curriculum and teaching Strong standard

The childminder helps children think about sounds and letters during play, which supports early literacy skills. For instance, she helps them sound out the letters in their names. This helps children prepare for early reading and writing skills they require for their move to school. Children enjoy joining in with story time and listen to books the childminder reads with them. They use their own words and ideas to contribute to the tales, showing they have a good understanding of language.

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Curriculum and teaching Strong standard

The childminder regularly makes assessments of children's abilities and interests and uses these to adjust her teaching and activities to meet all children's learning needs. This ensures children experience a broad and ambitious curriculum that promotes thinking and development consistently. Furthermore, she has designed her curriculum to always prioritise children's personal, social and emotional development. The childminder knows that security in these areas helps children thrive in other aspects of their learning and development. Children feel comfortable and confident with the childminder, which enables them to confidently take part in new tasks and learn new skills.

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Inclusion Strong standard

All children have the opportunity to be fully immersed in their play, routines and the activities on offer. The childminder skilfully adapts her teaching and the resources she provides to suit the needs and abilities of all children. Those children with special educational needs and/or disabilities (SEND) are successfully integrated into the setting. The childminder uses strategies to ensure they can join in and reach their potential during play and learning. Other children are familiar with these techniques and use them to help their peers participate even further. For example, children regularly use sign language to communicate.

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Inclusion Strong standard

The childminder has high expectations for all children, and she uses her skills and knowledge and has sought advice to make considerable differences to children's lives, in particular for children who are disadvantaged. She ensures gaps in learning are swiftly addressed and adapts her practice systematically to help children continue to make high levels of progress. The childminder seeks and implements advice consistently from specialists when working with children who have SEND to continue to develop children's lives. Professionals comment on the progress they can see from these children when formal assessments are completed.

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Leadership and governance Strong standard

The childminder has established effective relationships with parents and works with them to share information about their child's progress and interests. They comment on the high levels of progress their children make with the childminder and how their child is valued in the childminder's home. Furthermore, parents are involved in all aspects of children's care and learning and supported to tackle any barriers that emerge.

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Leadership and governance Strong standard

The childminder fully understands how to reflect on her own practice and how to drive improvements that benefit the needs of all children in her care. She has high expectations for all children within her setting and when visiting the local area. The childminder helps children learn to respect their surroundings and have a positive impact on the world around them. For instance, children have started taking part in a recycling scheme where they swap unwanted toys with other children and learn how to dispose of waste. This helps them appreciate how to protect the environment and become positive citizens within their community.

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Leadership and governance Strong standard

The childminder consistently seeks ways in which she can improve and broaden what she offers children, responding consistently to their emerging individual needs. This ensures her setting remains inclusive and continues to have a positive impact on children's education and care. Additionally, she uses additional funding that children receive to tailor the resources, planned activities and experiences she offers, from which all children benefit. Children with special educational needs and/or disabilities are extremely well supported through the use of careful, individualised planning and knowledge from the childminder. The childminder takes care of her wellbeing through regular contact with other professionals and working partnerships. This helps her share ideas and stay in touch with other people regarding childcare developments. Furthermore, she supports colleagues with their development and appreciates feedback and ideas from others.

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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 are thriving in the childminder's home and show high levels of confidence and independence. They are well prepared for the next stages in learning, including their transition to school. The childminder skilfully adjusts her teaching skills to promote further thinking during play, which helps children continue to make progress in all aspects of their learning.

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

Children are extremely secure and know their emotional wellbeing is valued by the childminder, which helps them feel safe. They seek comfort if they become upset and know their needs will be met. Children express their views with ease and know their voice is heard by the childminder and other children. The environment is calm, loving and stimulating. Children have formed secure friendships with their peers and show true care and concern. When children feel upset or unwell, their friends read them stories and ask how they are feeling. Additionally, children cheer for each other when they complete tasks and giggle as they play group games, such as catching bubbles in the garden. Children are significantly in tune with their emotions and the needs of others.

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

No matter what additional support children may need, the childminder is there to facilitate and make a difference to their education and, ultimately, their lives. All children, including those with special educational needs and/or disabilities, are fully integrated into the setting and the local community. They continue to make progress through the careful interventions and strategies the childminder provides. These techniques are shared consistently with parents. Additionally, emphasis is placed on children's continued attendance and learning to ensure they continue to flourish in their development.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder and children 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

The inspection started on 6 January 2026. It was paused in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy. The inspector returned on 13 January 2026 to complete the inspection.

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Address:

53 Hambledon Mill Park ACCRINGTON Lancashire BB5 5FQ

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Address:

Registered person: Griffin, Jennifer Rose

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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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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