Denton, Gemma

Denton, Gemma

Unique reference number (URN): 2735640 Address: 77 Fold Crescent, Stalybridge, SK15 3NB Type: Childminder Registered with Ofsted: 25/10/2023 Registers: EYR, CCR, VCR Registered person: Denton, Gemma

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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 starting points. The childminder supports children's preparation for school by actively developing their independence and social skills. The childminder quickly identifies when children need additional support, particularly in their language development. For example, the childminder notices when children do not use word endings and models correct language, giving children regular opportunities to practise and extend their speaking skills.

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Achievement Expected standard

The childminder encourages children to build their independence. Children put on their own coats and shoes, hang their bags on their pegs and choose and wear dressing-up clothes during play. These experiences help children develop confidence and essential skills, preparing them for the next stage in their learning.

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Behaviour, attitudes and establishing routines Expected standard

Children have a positive attitude towards learning. They engage in activities well and enjoy their daily routines with the childminder. For example, children enjoy daily walks to and from school, along with regular trips to their local playgroups.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well. They have positive and secure relationships with the childminder. They also make friends during their time with the childminder. They recall past experiences with their friends, which they enjoy talking about. Although there are no concerns regarding children's attendance, the childminder maintains accurate daily registers and ensures that she communicates effectively with parents if children are absent from the setting. This supports children's safety and promotes continuity of care.

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Behaviour, attitudes and establishing routines Expected standard

Children are familiar with the daily routines and respond positively to clear expectations. They demonstrate an understanding of what is expected of them and are developing independence skills. For example, children confidently take part in tidying away resources after use and show a willingness to help maintain a well-organised environment. This contributes to a calm and orderly setting where children feel secure and able to engage in their learning.

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Children's welfare and wellbeing Expected standard

Children develop warm and secure relationships with the childminder, which supports their emotional wellbeing and helps them to feel safe and valued. They are settled and confident and demonstrate a strong sense of belonging within the setting. The childminder is attentive to children's individual needs and provides a nurturing environment where children's emotional welfare is prioritised.

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Children's welfare and wellbeing Expected standard

Children benefit from regular opportunities to access the outdoors, including daily walks and visits to local parks and farms. These experiences support children's physical wellbeing and contribute positively to their mental health. Children enjoy being active and are encouraged to engage in physical play, helping them to develop healthy lifestyles from an early age.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's welfare effectively through a strong focus on healthy eating, good manners and hygiene. Children are supported to make healthy choices at mealtimes and learn to follow established routines, such as washing their hands regularly and managing their personal care needs. They visit local farms to choose their own different fruits each week. These practices help children to develop independence and an understanding of how to keep themselves safe and healthy.

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Curriculum and teaching Expected standard

The childminder has designed a curriculum based around children's interests and building independence. The childminder follows the children's interests and provides them with different activities. For example, children engage in a play dough activity, scooping, pouring and mixing. During play, the childminder uses opportunities to explore mathematical language such as more, full and empty. However, the childminder does not consistently consider how to adapt teaching to ensure she is consistently building on children's individual next steps in learning.

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Curriculum and teaching Expected standard

Children are physically active throughout the day. They enjoy taking part in dancing sessions. Children wave colourful scarves up and down, watching them flow through the air. They practise being physical through rolling, stretching and balancing, which supports children's gross motor skills. The childminder develops a love of books with children and regularly reads to them. This supports their communication skills and builds children's vocabulary.

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Curriculum and teaching Expected standard

The childminder takes children on regular outings and trips, such as to the local fire station. Children make friends with other children from the local community, and this supports children's social development. The childminder engages with children throughout their play. Together, they role play, wrapping the baby dolls up in bandages. This supports children to develop their imaginative skills and understanding of the world.

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Inclusion Expected standard

The childminder uses her knowledge of children and regular observations to identify any emerging concerns. She has high expectations for children and supports them to make progress across all areas of learning. For example, the childminder uses communication and language screening tools alongside 2-year checks to ensure children are making progress. She regularly attends local authority meetings to ensure she is kept up to date with knowledge of how to identify and support any children who display gaps in their development. As a result, the childminder has an in-depth understanding of the ways in which children learn and develop.

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Inclusion Expected standard

The childminder does not currently have any children on roll with special educational needs and/or disabilities (SEND). However, she makes use of additional training to deepen her knowledge. As a result, she is confident knowing how to identify and act upon any concerns among children. The childminder has robust systems in place to identify gaps in children's learning and has gained further knowledge of how to support children with SEND through recent training.

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Leadership and governance Expected standard

The childminder is committed to her ongoing professional development. She actively engages in local community projects and attends playgroups with other childminders. This helps to broaden children's experiences and supports her knowledge of current practice. The childminder regularly attends local authority meetings and completes online training to ensure her knowledge remains up to date, including on safeguarding and child development. She demonstrates a secure understanding of safer recruitment procedures, contributing to a strong safeguarding culture within the setting.

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Leadership and governance Expected standard

Partnerships with parents are positive. Families speak highly of the childminder and the dedication she shows towards their children. The childminder communicates regularly with parents, for example through electronic communication to share information about children's daily experiences. This helps parents to feel involved in their children's time at the setting and creates a sense of community.

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Leadership and governance Expected standard

The childminder knows children well and supports their individual development effectively. However, information about children's developmental progress is not consistently shared with parents. As a result, parents are not always fully informed about how they can further support their children's learning at home. The childminder can strengthen this aspect to enhance continuity in children's learning and development.

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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 happy and confident in the care of the nurturing childminder. They build positive relationships with the childminder and develop strong bonds with their peers who also attend. Children benefit from lots of time out in the community, visiting the local farm, parks and play groups. This helps children to become social and involved in their community. The childminder provides fun and engaging activities for children to enjoy. The well-resourced play space provides children with lots of opportunities to play and explore. For example, children interact with the childminder playing dollies and doctors.

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

Children demonstrate active learning skills, getting involved in the activities set out for them and also initiating play with the childminder through their own ideas. For example, children make cakes out of the play dough and pretend to light the candles before singing happy birthday and blowing them out.

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

Children are developing their independence in a range of ways. For example, children cut their own fruit before snack time and enjoy making fruit kebabs. This encourages children to try new foods while working on their hand–eye coordination. The childminder encourages children to develop their independence skills through dressing up and becoming self- sufficient with self-care skills. This supports children to embrace the challenge of expanding autonomy and making more independent decisions, which will prepare them for their next stage in learning.

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Next steps

The childminder should build on the teaching of the curriculum to ensure teaching is tailored to children's individual next steps in their development.

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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. The childminder should consider how information relating to children's development could be shared with parents to ensure they can continue learning at home.

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About this inspection

The inspector spoke with the childminder and parents 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. This data is from 13 March 2026

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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

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 .

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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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