McGregor, Tracey Anne

McGregor, Tracey Anne

Unique reference number (URN): EY308077 Address: 21 Borrough Avenue, Leeds, West Yorkshire, LS8 1LR Type: Childminder Registered with Ofsted: 13/07/2005 Registers: EYR, CCR, VCR Registered person: McGregor, Tracey Anne

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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 and babies make excellent progress through the curriculum and become confident, capable communicators. They are immersed in a language-rich environment where they learn conversational skills, widen their vocabularies and tune into sounds around them, such as raindrops on the roof. Children listen to a wide range of stories and enjoy choosing books from the library to share with their families. They show a deep love of books, turning pages carefully and engaging with stories about emotions and relationships.

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Achievement Strong standard

Children apply mathematical ideas independently in their play, counting objects spontaneously and describing them by size and weight. Through hands-on exploration, they also develop early scientific understanding. For example, when investigating a wooden spinning top, they learn about forces by noticing how their actions make it move, slow down or change direction.

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Achievement Strong standard

Children develop resilience and problem-solving skills. They adapt their ideas as they work, such as creating cushion barriers to stop balls rolling under the sofa. Babies persevere when building towers, trying again with determination.

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Achievement Strong standard

Children who face barriers to learning achieve exceptionally well because of thoughtful, personalised adaptations. For example, a child anxious about fire alarms is supported through repeated, calm practice linked to their interest in fire engines. This builds confidence and prepares them well for their next stage, such as nursery or school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder's settling-in arrangements are carefully focused on building secure attachments and getting to know children well before they start. Children clearly enjoy their time with the childminder. They snuggle in for comfort and babies seek her gaze, watching for her responses with trust and curiosity.

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Behaviour, attitudes and establishing routines Strong standard

Consistent, calm messaging about expectations creates a harmonious environment where babies and older children play alongside one another and collaborate successfully. The childminder skilfully adapts her approach to each child's age, stage of development, individual needs and personal circumstances. She notices potential difficulties before they arise, names feelings and acknowledges emotions, helping children feel understood and supported. Her positive reinforcement and sensitive guidance help children learn how to manage their behaviour. Children recognise that younger children are still learning and show empathy and patience towards them. They are consistently kind and caring, inviting one another to play and admiring each other's creations.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is an excellent role model. She applies expectations consistently, and children know to put away their things when finished and understand why it is important to remain seated at mealtimes. She works closely with families to promote regular attendance and punctuality, explaining how this supports children to build relationships and benefit fully from planned learning. She follows up on absences to ensure children remain well supported.

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Children's welfare and wellbeing Strong standard

The childminder provides highly nurturing, individualised care that promotes children's wellbeing and development. Children's privacy and dignity are prioritised, with the childminder consistently seeking permission before checking or changing nappies. Flexible settling-in arrangements ensure that families' individual needs are consistently supported, including thoughtful adaptations for children with special educational needs and/or disabilities or those who face barriers to learning. Hygiene routines are embedded effectively. Children are supported to wash their hands before mealtimes, with younger children guided step by step so they can participate fully.

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Children's welfare and wellbeing Strong standard

Warm, responsive relationships are central to the provision. Children actively seek comfort and reassurance, often approaching the childminder for gentle contact. They show clear excitement on arrival, reflecting a strong sense of belonging. The childminder models safe conflict resolution, helping children learn calm, respectful ways to solve problems. Children also learn to keep themselves safe during everyday routines, such as understanding simple boundaries on walks, using bikes safely and following guidance to protect themselves and others.

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Children's welfare and wellbeing Strong standard

Physical development and healthy lifestyles are a high priority. Daily bike rides to the allotment build stamina and help children understand how water, nutritious food, movement and fresh air keep their bodies strong and healthy.

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Children's welfare and wellbeing Strong standard

Emotional development is fostered through stories such as 'The Colour Monster', with the childminder consistently naming children's feelings and supporting them to express and manage their emotions confidently.

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Curriculum and teaching Strong standard

The childminder is highly reflective and has undertaken extensive research and training to raise the quality of her curriculum, teaching and understanding of child development. She continually refines her practice through thoughtful design of the learning environment and careful selection of resources. This has strengthened the quality of children's learning experiences, particularly in their language development, understanding of healthy lifestyles and early mathematical skills. She ensures children access a wide range of meaningful opportunities that prepare them well for school.

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Curriculum and teaching Strong standard

The childminder has created an environment that encourages children to become confident, articulate speakers. She skilfully models language, narrates children's actions and asks purposeful questions that extend vocabulary. Ambitious new words, such as 'nocturnal', are introduced and later used independently in children's play. She recognises the importance of repetition and ensures children revisit activities to secure their learning.

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Curriculum and teaching Strong standard

Mathematical concepts are woven seamlessly into daily routines and interactions. Children develop a secure grasp of quantity and eagerly engage in early calculations during story times. The childminder's curriculum design is ambitious and purposeful. For example, she teaches children to pedal bikes, which they use to travel to the allotment. Learning about growing plants is linked to understanding their own bodies and making healthy choices, supporting both physical development and early science knowledge.

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Curriculum and teaching Strong standard

The childminder prioritises children's personal, social and emotional development, helping them build confidence, resilience and positive relationships. Teaching is consistently adapted for all children, including where there are barriers to learning. Ongoing assessment is used effectively to understand starting points and next steps, ensuring every child can access the curriculum and make rapid progress.

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Inclusion Strong standard

The childminder is deeply committed to providing an inclusive service. She prioritises understanding each child's precise stage of development so that any emerging gaps or concerns are identified quickly. Her robust, ongoing assessments ensure that additional support is put in place without delay. Parents are fully involved in this process through regular planned conversations and periodic development reviews. They contribute to these assessments and, together with the childminder, evaluate how well adaptations and strategies are supporting their child's progress. This step-by-step collaborative approach ensures that children who face barriers to learning make excellent progress and receive timely, targeted support.

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Inclusion Strong standard

Where children experience challenges in their learning, such as those with special educational needs and/or disabilities or those managing changes in family circumstances, the childminder implements highly effective strategies to ensure they can fully participate. For example, she adapts planned activities by slowing the pace, breaking down instructions and consistently using gestures and visual cues to support understanding.

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Inclusion Strong standard

The childminder has extensive experience of working in partnership with a range of professionals to support children and their families. This includes signposting parents to relevant health services and implementing targeted learning plans provided by specialists. She works closely with teachers and other settings children attend to develop consistent strategies that support children's next steps and emotional wellbeing. Her strong professional networks and established links with the local authority ensure she maintains the knowledge and expertise needed to provide a fully inclusive service.

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Leadership and governance Strong standard

The childminder has a clear understanding of the strengths of her provision and takes purposeful action to address areas identified for development. Since the last inspection, she has focused on strengthening her knowledge of early mathematics, child development and physical wellbeing through targeted professional development and independent research. These improvements are evident in her practice, particularly in the way she now supports children to develop healthy lifestyles and understand how to care for their bodies.

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Leadership and governance Strong standard

Decisions made within the setting are consistently based on the best interests of the children. The childminder pays close attention to the needs of children with special educational needs and/or disabilities or other barriers to their learning, such as changes to family circumstances. She adapts routines and approaches to ensure each receives the support they need and takes timely action, including requesting reassessment or additional guidance when a child's progress or wellbeing requires it.

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Leadership and governance Strong standard

Professional development and personal research are selected carefully and linked to the children's next steps in learning so they make an impact. This directly informs her curriculum design and improves the quality of experiences she offers. For example, carefully chosen resources have supported children to develop problem-solving skills and creativity. As a result of her professional development, all children benefit from a consistently reflective and improving provision.

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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

All children enjoy regularly attending this wonderful childminding setting. Parents are encouraged to maintain consistent attendance, and the childminder monitors this closely. She follows up promptly when children are absent. Children consistently demonstrate positive attitudes to learning. They move with purpose around the well-designed environment, where toys and activities are thoughtfully arranged and clearly organised. This enables children to independently find what they need, revisit previous learning and refine developing skills. For example, children show excitement when choosing small-world toys they have recently explored. They use new vocabulary taught to them on previous experiences, developing imaginative story lines linked to the snowy world-play resources. They naturally count objects during their play as this is a regular part of their routine.

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

Children take pride in their environment. They know where resources belong and confidently tidy away when finished, enjoying the sense of responsibility this brings. Children's progress is clearly visible. Babies attempt to build taller towers and show resilience when their structures tumble, happily starting again. Their friends celebrate these efforts by clapping when the tower is rebuilt.

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

Snack times are enjoyable learning opportunities. Children are encouraged to peel satsumas independently. They persist with this task and respond positively to the childminder's consistent encouragement. A love of stories is firmly embedded. During story time, children cuddle together, showing how comfortable, secure and settled they feel in the childminder's care.

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

Strong partnerships with parents further support children's development. Parents share ongoing information about their children's progress because relationships are robust and they know their views are valued. They confidently raise any concerns, which enables the childminder to respond quickly. For example, when parents shared worries about early speech and language delays, the childminder adapted her communication by breaking down sentences and using visual cues. As a result, children catch up quickly and are well prepared for their next move to school or nursery.

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

Children with special educational needs and/or disabilities are sensitively supported. The childminder works closely with the school to help them make progress through newly established handover routines. Children learn about privacy, and older children discuss online safety and explore themes that help them stay safe as they grow in independence.

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

Children are independent thinkers. They confidently make choices, ask for help and show resilience when attempting tasks. All children, including those facing barriers to learning, make strong progress from their well-assessed starting points.

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Address:

21 Borrough Avenue Leeds West Yorkshire LS8 1LR

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Address:

Registered person: McGregor, Tracey Anne

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Address:

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

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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, parents and children throughout 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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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. 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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