Atkinson, Melanie

Childminder

Unique reference number (URN): EY259486 Registered with Ofsted: 22/05/2003 Registers: EYR, CCR, VCR

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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

All children, including those who are disadvantaged and those with special educational needs and/or disabilities, make progress in their learning from their starting points. Typically, they are ready for the next stage of their learning, which includes school. Children learn about the importance of staying clean as they are supported to wipe noses and clean hands before and after eating. Children develop social skills, such as learning how to play with their peers and take turns. Children communicate and express themselves well. Older children express themselves using words, and younger children learn to express themselves through sounds, gestures and actions. Children learn about colours as they explore with a range of equipment. They practise counting numbers. Children practise how to move in a variety of ways, including how to run, roll and climb, particularly when they play outside. Children start

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Achievement Expected standard

to learn how they can take care of and look after others through trips in the local community. However, some children require more support to extend their knowledge and skills as they access activities.

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Behaviour, attitudes and establishing routines Expected standard

The childminder generally supports children to manage their emotions and feelings well. She helps them to label their emotions and learn how they can start to solve problems and conflicts. The childminder typically reminds children of the rules. However, she recognises that this could be developed to help ensure children fully and consistently understand right from wrong and how to show respect for others. The childminder praises children for what they do well. She supports children to use their manners, such as saying 'please' and 'thank you'. The childminder helps children to develop their social skills as they learn how they can play cooperatively with one another.

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Behaviour, attitudes and establishing routines Expected standard

Children know their routines well. They typically follow the instructions and requests of the childminder. The childminder recognises and responds swiftly to children when they become thirsty or need a rest. She follows children's individual needs well during these times. The childminder typically sets out a range of learning experiences that excite the children to take part. During free play, she notices when some children require more support from her to join in and take part. She warmly encourages them to come over to play. Children generally show high levels of concentration and an eagerness to get involved.

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Children's welfare and wellbeing Expected standard

The childminder is nurturing towards all children. She quickly notices when some children require more reassurance from her. Children have formed strong bonds with the childminder, and they seek her out for reassurance. The childminder generally creates a warm environment for children to learn and play. She promotes children's health well. For instance, the childminder cleans children's hands and faces before and after meals. The childminder quickly responds to children's individual needs, for example when their noses require wiping or their nappies need changing. She supervises children well while they eat and sleep. The childminder works well alongside parents to help them provide healthy and balanced meals for their child. She ensures children have access to fresh water. Children have daily access to the outdoors. This includes trips out and about in the local community. The childminder has policies in place to help keep children safe during warm

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Children's welfare and wellbeing Expected standard

and hot weather. She is keen for children to learn how they can keep themselves safe while they play. At times, the childminder completes tasks for the children without supporting them to learn how they can do things for themselves. For example, the childminder takes off all children's jumpers for them. This does not fully promote older children's independence.

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Curriculum and teaching Expected standard

The childminder has a secure knowledge of child development. She uses this well to help sequence her curriculum to build on children's knowledge over time. The curriculum is varied and covers all areas of learning. The childminder has aims for all children to be able to achieve by the time they leave the setting. However, the childminder recognises that she does not reflect on her teaching practice often enough to help identify how it can be improved even further.

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Curriculum and teaching Expected standard

The childminder helps develop children's mathematical knowledge as she supports them in counting and developing their knowledge of colours. She uses rhymes and familiar songs to help develop children's speech and language skills. She generally models language well to children, providing them with lots of space and time to think about their responses to questions. Children develop their physical skills, such as running and climbing. They are supported to take turns and share with others. The childminder teaches children about their similarities and differences. She provides a mixture of adult-led and child-initiated activities. The childminder generally adapts her teaching and activities well to help ensure they meet the needs of all children. On the whole, learning experiences support children to make continued progress in their development from their starting points. However, there are occasions where the childminder does not think as carefully about children's next steps or

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Curriculum and teaching Expected standard

how she can extend children's learning further when they access activities. This does not consistently support children to extend their knowledge as they play.

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Inclusion Expected standard

The childminder finds out key details about children from their parents. This includes information about children's needs, home life and development. The childminder then gathers regular updates from parents. Consequently, the care and support children receive is generally tailored to meet their needs. The childminder typically works well with parents to identify if children have any gaps or barriers in their learning or development. She is currently focusing on supporting children's speech and behaviour as she identifies this as a barrier to some children's learning. The childminder makes any required changes to ensure children are able to access all parts of the environment.

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Inclusion Expected standard

On the whole, the childminder observes and monitors children's development well. She uses this to gain an understanding of what children already know, what gaps they have in their learning and what support they require. The childminder generally works well alongside other professionals. She makes referrals or seeks advice when required. The childminder follows any advice given. This helps to ensure children receive the timely and specialist support they require to thrive. The childminder attends training to help develop her skills in supporting children with special educational needs and/or disabilities (SEND). She uses any additional funding well to help her meet the needs of the children. The childminder is keen to continue to access training and support to help develop her knowledge and confidence in supporting children who are disadvantaged and children with SEND even further.

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Leadership and governance Expected standard

The childminder understands the setting's context and the needs of the children who attend. She identifies the areas of strength for the setting. The childminder takes on board the feedback from others. However, she does not fully evaluate her own teaching practice or areas that the setting could develop further. This does not ensure that the overall quality of the setting can continuously improve over time. The childminder works well with parents. She finds out and shares key information from parents about the children. The childminder keeps parents fully informed of their child's development, progress, activities and ways they can continue their child's learning at home. Parents value the support and care they and their children receive from the childminder.

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Leadership and governance Expected standard

The childminder works well with other professionals to help meet children's individual needs and to ensure children receive the support they require. She shares key information about the children with other settings. This helps to ensure children receive the consistency they require in their care and learning. The childminder generally works well with her co- childminder. Together, they share ideas and tips and provide each other with reassurance and support. In addition, they work well together to manage each other's workload. The childminder attends training, both online and face to face. This typically helps to improve her knowledge and skills.

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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

The childminder is warm, caring and patient with children. She recognises and responds to their individual needs well. For instance, when children become tired or hungry, children demonstrate that they feel safe and secure with the childminder, as they seek her out for help and support when required. The childminder follows children's interests generally well. For instance, when children express that they would like to dress up, the childminder sets out a range of resources. Children develop their imagination skills as they play with dolls. They pretend to put them to sleep and change their nappies. The childminder supports children to develop their social skills, such as sharing and taking turns. Children of all ages enjoy playing alongside and with their peers. Older children happily share their ideas with each other as they play.

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

Children typically enjoy their time at the setting. Older children bang, shake, tap and knock musical instruments as they sing along to familiar rhymes. Younger children smile and laugh at the cause and effect as they shake the instrument to make a sound. The curriculum is ambitious and varied. It covers all areas of learning. Generally, the childminder identifies next steps for children to achieve as they access activities. Most of the time, children sustain their engagement as they play and explore. All children, including those with special educational needs and/or disabilities or barriers to their learning, make progress in their learning from their starting points.

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

The childminder works well with others. This includes parents, professionals and other settings children are due to attend. This helps to ensure all children receive the help and consistency they require in their care and/or learning.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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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Next steps

The childminder must think more carefully about children's next steps and ways she can extend children's learning even further as they access activities. The childminder should provide opportunities for children to develop their independence even further, by helping them learn how they can complete tasks for themselves. The childminder must reflect on and evaluate the overall quality of the setting more effectively, to help identify areas for development.

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About this inspection

The inspector spoke with the childminder 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 28 April 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

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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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