Leggett, Rebecca Louise

Childminder

Unique reference number (URN): 2850306 Registered with Ofsted: 06/08/2025 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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Inclusion Strong standard

The childminder has created a totally inclusive environment where every child is valued and supported to succeed. She identifies children's individual needs early on, and works closely with parents, schools and other professionals to remove barriers to learning and wellbeing. The childminder adapts communication, routines and teaching to meet children's individual needs. For example, the childminder simplifies language, introduces small-group experiences and learns key words in home languages to support children learning English as an additional language. The childminder works closely with parents and the local authority to ensure support is well coordinated. As a result, children with barriers to their learning make significant progress in communication, social interaction and independence, and are well prepared for school.

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Inclusion Strong standard

The childminder responds effectively to children's wider needs and supports families to access additional services where required. She professionally adapts care for children with dietary needs, signposts families to health and community services and is extending her expertise through planned special educational needs coordinator training. Children's individual backgrounds and cultures are highly valued through inclusive resources, meaningful experiences and close partnerships with families. The childminder recognises that every child learns and develops differently, and expertly adapts her practice accordingly. Therefore, children with special educational needs and/or disabilities (SEND) and those facing barriers to learning participate naturally alongside their peers. The support in place is highly effective. Consequently, children with SEND blend seamlessly into the provision. They form secure relationships, access the full curriculum and thrive alongside their friends.

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Achievement Expected standard

Children make clear progress from their starting points, and develop the knowledge and skills they need for their next stage of learning. They communicate confidently, share their ideas and take part in conversations with adults and their friends. Children use new vocabulary, such as 'squishy' and 'loader', and confidently talk about familiar experiences, the natural world and life on local farms. They count, recognise numbers, match colours and solve simple mathematical problems during everyday play.

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Achievement Expected standard

Children develop increasing independence through daily routines. They manage their own personal care, prepare their own snack and take responsibility for setting up cushions ready for story time. They cooperate well, share, take turns and show kindness towards others. Children demonstrate resilience by persevering with challenges. For example, they attempt to put their own shoes on. Children with special educational needs and/or disabilities succeed in communication and social interaction; enabling them to participate confidently alongside their peers and prepare well for school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a warm, nurturing environment where children develop positive relationships and feel safe and secure. She establishes consistent routines that help children settle quickly, become increasingly independent and understand what is expected of them. Children confidently manage everyday tasks, such as washing their hands, accessing drinks, tidying resources and preparing for snack time. They cooperate well with one another, share resources and show kindness towards their friends.

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Behaviour, attitudes and establishing routines Expected standard

Children enjoy learning and engage enthusiastically in a broad range of activities. They demonstrate resilience, for example, by persevering when tasks are challenging, and make independent choices throughout the day. Attendance is promoted through positive partnerships with parents and clear communication, ensuring that children attend regularly and benefit from consistent routines.

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Behaviour, attitudes and establishing routines Expected standard

The childminder adapts her approach to meet children's individual needs; enabling children who face barriers to learning to participate successfully alongside their peers. In the main, children are happy, settled and develop positive attitudes towards behaviour and learning. However, on occasion, the childminder does not consistently support younger children to understand appropriate behavioural expectations that help to promote safety and kindness during play. For example, they are not consistently encouraged to independently pick their toys up from off the floor to help keep the space clear for play. As a result, opportunities to further strengthen their independence and sense of responsibility are occasionally missed.

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Children's welfare and wellbeing Expected standard

The childminder places children's welfare and wellbeing at the heart of her practice. She builds warm, trusting relationships with children and their families, creating a nurturing environment where children feel safe, secure and valued. She works closely with parents to meet children's individual care needs. For example, she provides suitable food for children with allergies, supports families with toilet training their children and shares regular updates about children's care and wellbeing. As a result, children settle well and develop secure emotional attachments.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's health and wellbeing through everyday routines. Children independently access drinking water, make healthy food choices, wash their hands and learn about healthy eating and safer eating practices. She adapts routines to support children's comfort and safety, such as monitoring room temperatures during hot weather and following current safer sleep guidance. Consequently, children develop healthy habits and understand how to look after themselves.

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Children's welfare and wellbeing Expected standard

The childminder responds well to children's individual welfare needs. She works with parents and other professionals to support children with allergies, emerging communication needs and those learning English as an additional language. She adapts care and routines to ensure all children are included and feel valued. As a result, children participate confidently in daily experiences, and develop the emotional security and independence needed for their next stage of learning.

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Curriculum and teaching Expected standard

The childminder has designed a curriculum that places children's personal, social and emotional development at its heart. She has a clear understanding of what she wants children to learn, and uses everyday experiences, outdoor learning and children's interests to develop communication, early mathematics, literacy, independence and understanding of the world. For example, children learn about numbers and patterns while crafting football shirts. They explore farming practices, such as harvesting through their local environment and develop early mathematical skills through songs and daily routines. As a result, children are engaged, motivated and make clear progress from their starting points.

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Curriculum and teaching Expected standard

Teaching is warm, responsive and highly inclusive. The childminder adapts her communication and activities to meet children's individual needs, particularly for children learning English as an additional language. For example, she simplifies language, introduces small-group experiences and uses words in home languages to help children develop the confidence, communication and independence needed for school. Children with special educational needs and/or disabilities participate fully alongside their peers, and benefit from tailored support that enables them to access the curriculum successfully.

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Curriculum and teaching Expected standard

The childminder models language well, introduces new vocabulary and creates meaningful conversations that extend children's understanding. However, during play, the childminder does not always use consistent questioning with younger children. Consequently, opportunities to extend their thinking, language and understanding are not always enhanced, limiting the depth of younger children's learning.

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Leadership and governance Expected standard

The childminder demonstrates a clear vision for the provision and reflects thoughtfully on her practice. Although newly registered, she has established a nurturing and inclusive environment, where children's wellbeing, communication and independence are central to her curriculum. She accurately identifies priorities for improvement, including strengthening her knowledge of special educational needs and/or disabilities, through further training and enhancing the home environment during periods of extreme heat. This reflective approach supports the continued development of the provision.

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Leadership and governance Expected standard

The childminder engages positively in professional development, by keeping safeguarding knowledge up-to-date and seeking additional training to strengthen her expertise in areas such as children's mental health. She also seeks advice from early years professionals when needed, and uses this to adapt her practice. Parents speak highly of the care that their children receive, and value the regular communication, tailored support and positive partnerships that help them feel informed and involved in their children's learning.

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Leadership and governance Expected standard

As a newly established childminder, she continues to embed her effective practice and refines aspects of teaching and behaviour support, particularly for younger children. These areas are recognised within her self-evaluation, and form part of her ongoing improvement plans. Leadership is effective and provides children with a secure foundation while demonstrating a clear commitment to continuous improvement.

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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, settled and enjoy spending time in this warm, home-from-home environment. They quickly develop trusting relationships with the childminder, who knows them well and responds sensitively to their individual needs. Children separate from their parents with confidence, and eagerly join their friends in play. They are welcoming towards visitors, and proudly share their ideas, favourite books and experiences. Children learning English as an additional language are fully included and, through tailored support, develop the confidence to communicate, join group activities and build positive friendships.

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

Children enjoy a broad range of meaningful experiences that reflect their interests and everyday lives. They excitedly sing favourite nursery rhymes, explore stories together and make links between their learning and familiar experiences. For example, children enjoy talking about tractors working in local fields, or discussing where honey comes from during breakfast conversations. They investigate colours and patterns through creative activities, delight in discovering the hidden pictures made with water pens and eagerly talk about the world around them. Consequently, children are highly curious, ask questions and enjoy learning.

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

Children become increasingly independent through everyday routines. They confidently wash their hands, put away their plates after snack and take responsibility for their own learning when appropriate. They show kindness by sharing resources, thanking one another and helping friends to resolve minor disagreements. Children persevere when tasks become challenging. For example, younger children gradually become more involved in group singing and action songs. They grow in confidence as they observe others before joining in, demonstrating growing resilience.

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

Children feel safe, valued and cared for. They understand familiar routines, enjoy consistent care and benefit from close partnerships between the childminder and their families. Children make meaningful progress from their starting points. They develop the communication, social skills, independence and confidence needed to move successfully to their next stage of learning.

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Next steps

The childminder should provide younger children with more consistent support to understand behavioural expectations, so they develop greater responsibility and an understanding of how to manage their own behaviour. The childminder should strengthen her use of questioning during play and everyday interactions to help extend children's thinking, deepen their understanding and further develop their learning.

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About this inspection

The inspector spoke with the childminder, children and their 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

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 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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Our grades explained

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

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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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