Fleming, Katherine

Fleming, Katherine

Unique reference number (URN): EY410597 Address: 1 Muirfield Close, Heywood, Rochdale, OL10 2DS Type: Childminder Registered with Ofsted: 09/07/2010 Registers: EYR, CCR, VCR Registered person: Fleming, Katherine

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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 steady progress from their starting points across the areas of learning. They develop confidence, curiosity and enjoyment as they take part in daily experiences. Children show increasing independence, for example by making choices, managing simple self-care tasks and engaging with activities for sustained periods. This supports readiness for the next stage of learning.

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Achievement Expected standard

Children become more confident in communicating with familiar adults and other children, and they increasingly express their needs and preferences. Furthermore, children build physical skills through regular opportunities to be active, supporting their coordination and overall health.

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Achievement Expected standard

Overall, children are developing the knowledge, skills and confidence they need.

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Behaviour, attitudes and establishing routines Expected standard

The childminder helps children settle quickly and feel comfortable when they arrive. Children separate from parents confidently, seek out their friends and settle into their day. Routines support children to become more independent. Children are encouraged to make simple choices and try tasks for themselves, such as putting on coats or getting ready for outdoor play. At times, the childminder steps in too quickly to help. This can reduce opportunities for children to build resilience and keep trying when tasks feel challenging.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well. They listen to the childminder and respond positively to gentle reminders, particularly during group times such as snack time. For example, on arrival, children sit together while toast and drinks are served and wait patiently until everyone is ready. This helps children learn to be patient and consider others in age-appropriate ways.

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Behaviour, attitudes and establishing routines Expected standard

Attendance is promoted well. Parents are asked to inform the childminder if their child is absent, and she checks in with parents when children do not arrive as expected. This helps keep children safe and maintain regular routines in readiness for school.

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Children's welfare and wellbeing Expected standard

The childminder provides care that supports children's safety, comfort and wellbeing throughout the day. Relationships are warm and responsive, and children seek reassurance confidently, demonstrating that they feel secure. Care routines, including nappy changing and mealtimes, are calm and respectful. The childminder responds sensitively to children's cues and explains what she is doing, which helps children feel at ease and supports their emotional wellbeing. Hygiene routines, such as regular handwashing, are well established. The childminder talks to children about germs in simple, age-appropriate ways, helping them begin to understand the importance of healthy lifestyle habits. The childminder supports children to recognise and express their feelings. For example, when minor disagreements occur during play, she helps children describe how they feel and encourages them to find solutions together. This supports children to manage their emotions

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Children's welfare and wellbeing Expected standard

Children's physical wellbeing is promoted through daily routines and regular opportunities to be active. Children enjoy spending time outdoors and confidently take part in physical play, such as climbing and sliding, which supports their coordination and physical confidence. The childminder takes children on outings into the local community, including attending groups and going for walks. These experiences help children become familiar with new environments, build confidence in social situations and begin to develop early social skills alongside others.

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Children's welfare and wellbeing Expected standard

Meals and snacks are managed carefully, in partnership with parents. Dietary needs and allergens are followed closely, including where individual plans are in place. The childminder shares information with parents to promote a joined-up approach to support children's health at home, including oral health.

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Curriculum and teaching Expected standard

The childminder delivers a curriculum that reflects children's ages, stages and interests. Experiences are differentiated so children can access learning at their own level. She prioritises communication, physical development and personal and social development, supporting very young children to build secure foundations and confidence over time.

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Curriculum and teaching Expected standard

Assessment information is used to plan experiences that build gradually on what children already know. Activities are adapted to suit children's different stages. For example, during play linked to animals, older children use magnifying glasses to explore how objects look different when viewed closely, while younger children explore resources through sensory play and simple naming. This support helps learning build steadily. Teaching is mostly well matched and of high quality. However, the childminder sometimes asks questions in quick succession during interactions. This limits opportunities for children to think, respond and develop their ideas. At these times, children do not fully benefit from interactions that support problem-solving and critical thinking.

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Curriculum and teaching Expected standard

The childminder supports early mathematical understanding in intentional ways. She introduces counting during everyday activities, such as counting pieces of play dough, and encourages children to compare amounts, noticing when one child has more or fewer pieces than another. These interactions help children develop early number awareness and confidence with mathematical ideas.

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Curriculum and teaching Expected standard

The childminder tracks progress over time and works with parents to support continuity. On occasion, children are moved on from activities before they have finished, which interrupts engagement and limits opportunities to practise and build on learning.

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Inclusion Expected standard

The childminder ensures that children with different needs and circumstances can access the setting and take part fully in daily experiences. She builds a secure understanding of each child through regular discussion with parents and careful observation. This supports early identification of emerging needs and helps children remain settled, confident and engaged alongside others.

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Inclusion Expected standard

The childminder monitors children's progress and uses this information to reduce barriers to learning and wellbeing. Where children require additional support, she adapts expectations and introduces targeted strategies so children can participate successfully. For example, she uses visual cues and a clear structure to the day to help children understand what will happen next. She reviews the impact of support with parents and adjusts approaches where needed to ensure they remain effective.

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Inclusion Expected standard

Although no children currently receive additional funding or support for special educational needs and/or disabilities, the childminder shows a secure understanding of how to support children who may need extra help. She identifies need, puts support in place and reviews its effectiveness before seeking further advice where required. She understands how additional funding could be used to reduce barriers, such as enabling access to experiences or providing resources to support learning at home. This means the childminder is well placed to respond appropriately if children require additional support.

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Leadership and governance Expected standard

The childminder ensures effective oversight of the setting. She monitors her practice through reflective observation of routines, which helps maintain consistency for children. Mandatory training, including safeguarding, is completed and up to date. However, professional development has not been sufficiently or precisely targeted in recent years and training has not been used consistently to support improvement. This leads to some inconsistency in the quality of children's learning and experiences.

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Leadership and governance Expected standard

The childminder supports transitions into the setting by working closely with parents and gathering information about children's routines and individual needs. For example, she offers extended settling-in arrangements to help children feel secure and confident when they begin. The childminder keeps parents informed about their child's day, sharing information about meals, sleep and activities. Parents are involved in assessments, such as the 2-year progress check. This information is used to share ideas with parents to support learning at home. Parents report that this communication helps them feel informed and reassured about their child's care and supports continuity of care as children move through the setting.

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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 feel safe, settled and confident in this welcoming, home-from-home setting. The childminder establishes calm, predictable routines and offers consistent reassurance, helping children feel secure and understand what to expect throughout the day. Children choose resources independently and enjoy spending time with friends. They are encouraged to manage simple routines, such as serving drinks and having a go at putting on their own clothes. Children play cooperatively, share and take turns with support. These

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Inspector:

Kelly Little experiences help children feel included and valued. Children demonstrate a strong sense of belonging.

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Inspector:

The childminder provides a language-rich environment that reflects children's interests and stages of development. A cosy book nook includes books linked to current interests, such as local wildlife and dinosaurs. Children explore books independently, look at pictures and share stories with others. These familiar spaces support children's enjoyment of books and help them develop an interest in early literacy. The childminder models language during everyday play and introduces words such as 'big' and 'little' to describe objects. This supports children to develop understanding and begin to use words to describe what they see and do.

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Inspector:

Children benefit from regular opportunities to play outdoors, which support their physical development and wellbeing. They confidently use equipment such as the slide, practising moving their bodies in different ways as they climb and slide. Children repeat actions, move with increasing confidence and show enjoyment as they become more physically active. Outdoor play provides space to move freely and enjoy being active. These experiences help children develop physical confidence, coordination and resilience, supporting preparation for their next stage of learning.

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Next steps

The childminder should allow children sufficient time to think and respond, strengthening their communication and language development even further. The childminder should consistently allow children time to practise independence and build resilience before intervening. The childminder should refine self-evaluation systems to identify targeted professional development that improves the quality and consistency of practice.

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About this inspection

The inspector spoke with the childminder, parents 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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Address:

1 Muirfield Close Heywood Rochdale OL10 2DS

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Address:

Operating hours: Monday,Wednesday,Thursday : 07:30 - 18:00

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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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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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