Stamper, Sally

Stamper, Sally

Unique reference number (URN): 2742340 Address: 28 Boothdale Drive, Manchester, M34 5JU Type: Childminder Registered with Ofsted: 07/08/2023 Registers: EYR, CCR, VCR Registered person: Stamper, Sally

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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 Expected standard

Children make good progress from their individual starting points. Younger children show clear gains in physical development, confidence and independence. For example, babies move from early mobility to pulling themselves up and beginning to move independently, showing increasing strength and coordination. They explore their environment with growing assurance.

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Achievement Expected standard

Older children communicate with increasing confidence in a range of situations. They speak clearly with familiar adults and show confidence when talking to new visitors, sharing information, answering questions and asking their own. This demonstrates growing communication skills and confidence beyond their immediate relationships.

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Achievement Expected standard

Children develop independence and self-care skills that support readiness for the next stage. Older children manage toileting, dressing and mealtimes with confidence and talk positively about moving on. Familiar routines, visits and discussion help children feel secure about transitions. Children achieve well across areas of development and show confidence, resilience and curiosity as learners.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes a calm and respectful environment where children feel secure and confident. Relationships are warm and trusting, and children readily seek reassurance and support. As a result, children show positive attitudes to learning and engage willingly in play and daily routines. Children show sustained interest and involvement in activities that match their interests. They concentrate for increasing periods, follow simple expectations and respond positively to clear guidance. When children become excited, the childminder uses calm strategies to help them refocus, which supports emotional regulation and helps children settle quickly.

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Behaviour, attitudes and establishing routines Expected standard

Children learn to manage their behaviour and consider others. The childminder supports children to recognise how their actions affect those around them, particularly younger children. For example, older children respond to gentle reminders to move carefully when babies are nearby, showing developing awareness and self-regulation. Children share resources, take turns and invite others into play, which supports cooperation and social confidence. Daily routines, including arrivals, meals, rest times and transitions, are well established and help children feel secure. Children know what to expect and move confidently between activities. However, hygiene routines, such as handwashing after nose wiping and sneezing, are not yet embedded consistently. At these times, children do not consistently develop healthy lifestyle habits.

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Behaviour, attitudes and establishing routines Expected standard

The childminder ensures attendance is monitored and followed up when required. She provides parents with information on the importance of regular attendance to support children's learning and development.

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Children's welfare and wellbeing Expected standard

Children's welfare and emotional wellbeing are supported through secure relationships and responsive care. The childminder knows children well and responds sensitively to their individual needs. Children seek comfort and reassurance readily and show confidence in their surroundings, which supports their emotional security. Children learn to recognise and manage their emotions. The childminder helps children recognise when they feel excited and supports them to calm their bodies and voices, which helps them regain focus and emotional balance. This supports children's emotional wellbeing and helps them feel settled and secure.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's health and wellbeing through daily routines and experiences. Children eat a balanced diet and talk positively about healthy foods, explaining how food gives them energy. The childminder supports oral health through practical activities. For example, children practise brushing teeth using a crocodile model and different toothbrushes, which helps them understand how to care for their teeth. The childminder works with parents to encourage consistent routines at home, supporting children to develop positive habits. Furthermore, older children manage toileting and handwashing with confidence, while younger children receive appropriate support. However, hygiene routines following nose wiping and sneezing are not yet applied consistently, which limits children's understanding of why these routines matter at all times.

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Curriculum and teaching Expected standard

The curriculum is rooted in children's real-life experiences. The childminder plans learning through routines, play and outings rather than separate activities. This helps children make sense of what they are learning and apply it in different situations. Children use mathematics and develop their understanding of the world during everyday routines and play, such as when they role play doctors and use equipment, including a thermometer, to explain what it is used for and how it shows changes in temperature. Children develop their personal, social and emotional skills as the childminder helps them name and talk about feelings, such as happy, sad or frustrated. She also supports children to think about how their actions affect others. Younger children develop physical strength and confidence as they pull themselves up and move safely using carefully placed furniture.

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Curriculum and teaching Expected standard

Teaching is most effective during child-initiated play. The childminder models language by naming objects and actions, repeating and extending children's words, and introducing new vocabulary linked to their play. For example, children recall learning about sharks, including hammerhead sharks. They explain that a hammerhead's head is shaped like a hammer and link this to tools they recognise and use in play. The childminder builds on this by asking children to explain what tools are used for, which helps children clarify their thinking and use new vocabulary with increasing confidence. However, adult-led group times are less effective. The childminder does not always allow sufficient time for children to think and respond, and activities are not consistently adapted to meet the needs of all children.

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Inclusion Expected standard

The childminder promotes an inclusive culture where all children are welcomed, valued and supported as individuals. She gathers detailed information from parents when children start and uses ongoing observation to build a clear understanding of children's needs, routines and development. This enables her to respond promptly and adapt care and learning experiences to reduce any emerging barriers to children's learning and wellbeing.

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Inclusion Expected standard

The childminder monitors children's progress carefully and reflects on the support provided. For example, she tracks children's physical and communication development and adjusts next steps to reflect individual starting points. Where children have emerging medical needs, she maintains regular dialogue with parents and health professionals and reviews her approach as children develop, demonstrating appropriate professional curiosity.

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Inclusion Expected standard

The childminder strengthens inclusive practice through professional development. Planned training in special educational needs and/or disabilities, Makaton and WellComm prepares her to identify needs early and apply the graduated approach when required. Community outings and shared activities with other childminders further support inclusion and help children learn alongside a wider peer group.

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Inclusion Expected standard

Although no children currently receive additional funding, the childminder shows a clear understanding of how funding, such as early years pupil premium, could be used to reduce barriers to learning and wellbeing. She explains how funding would support children's individual needs, for example by increasing access to sessions, providing resources to support learning or offering practical help to families experiencing difficulty. This helps ensure children can take part fully and make progress if funding becomes available.

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Leadership and governance Expected standard

The childminder demonstrates reflective and child-focused leadership. She has a clear understanding of her provision and identifies strengths and priorities accurately. She evaluates her practice regularly and takes appropriate action to maintain strengths and address areas for improvement. The childminder makes decisions that place children's needs at the centre of her work. She organises daily routines effectively and ensures children experience continuity of care through stable relationships and familiar expectations. She listens to children and adapts routines responsively, for example adjusting mealtimes when children say they are hungry. This helps children feel respected, secure and confident that their needs will be met.

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Leadership and governance Expected standard

Professional development is purposeful and linked to children's emerging needs. The childminder accesses training to strengthen her knowledge and confidence, including planned courses in special educational needs, WellComm and Makaton. She also maintains required training, such as paediatric first aid, and plans refresher training in good time. This ensures she remains up to date and prepared to meet children's needs as they change. The childminder manages her workload well and maintains her own wellbeing. She uses clear routines and planning to balance care, learning and administrative responsibilities effectively. Parents speak positively about the childminder. They value the strong relationships, regular communication and the detailed knowledge she has of their children. This partnership working supports consistency between home and the setting and has a positive impact on children's confidence, behaviour and progress.

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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 experience a calm, nurturing and inclusive home-based environment where they feel safe, welcomed and valued. From the outset, the childminder builds strong relationships with children and families through thorough settling-in arrangements. Parents describe these arrangements as reassuring and say their children settle quickly and confidently. As a result, children approach the childminder readily for comfort, affection and support and show strong emotional security in their daily routines.

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

Children develop independence and confidence through well-established daily routines and sensitive care. Older children independently manage their belongings, prepare for mealtimes and make choices about their play, while younger children are supported to explore safely within the play space. The childminder follows children's interests closely, particularly within a predominantly boys' cohort, which helps children remain motivated and engaged for sustained periods. Children confidently choose resources, initiate play and invite adults to join them, demonstrating curiosity and enjoyment in their learning.

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

Children benefit from frequent outings into the local community that broaden their experiences and help them make sense of the wider world. They recall visits to farms, libraries and woodland areas and apply this learning in play and conversation back in the setting. For example, children link stories to real experiences, such as searching for sticks in local woods after reading 'Stick Man', which supports learning across communication, language and understanding of the world.

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

Through everyday conversations and shared experiences, children learn about similarities and differences between themselves and others. They talk confidently about their families, who picks them up on different days and what those routines mean to them. These discussions help children develop respect for others while recognising shared experiences. Consequently, children show kindness, consideration for one another and growing self- regulation. Secure attachments, inclusive practice and rich community experiences help children develop a strong sense of belonging and confidence as learners.

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Next steps

The childminder should strengthen adult-led learning by giving children time to think and respond, and adapting activities so all children benefit consistently. The childminder should embed healthy lifestyle routines consistently, particularly hygiene practices, so children understand their importance and develop positive habits.

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About this inspection

The inspector spoke with the childminder and children and viewed written feedback from parents during the inspection.

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:00

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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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1 to 3

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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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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