Logan, Sophie

Childminder

Unique reference number (URN): 2754308 Registered with Ofsted: 28/10/2023 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 Strong standard

All children are extremely well prepared for school, including those with special educational needs and/or disabilities. They develop excellent concentration skills as they become highly engaged in their play. Children delight in the range of activities and experiences available, all seamlessly linked to embed their learning over time. For example, children rapidly learn the storyline of the book they read each day for the week, embedding their vocabulary and comprehension skills. Their curiosity and keenness to learn continue as they use their small- muscle movements and mathematical skills to create crafts linked to the story. They stick small gems to their crowns and identify the range of different shapes. Later, children recall the story as they play outside with the small-world castle. They chat together as they 'wash' the castle with their paintbrushes, identifying the different parts of the castle. They are

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Achievement Strong standard

incredibly well engaged, focused on activities and enjoy their learning immensely.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works tirelessly to create a harmonious and positive learning environment. Children rapidly develop the skills they need to manage their own feelings and behaviour. The childminder's well-planned and consistently delivered curriculum for personal, social and emotional development and communication and language, means children very quickly gain the skills needed to understand, communicate and regulate their own feelings and behaviour. Children play cooperatively, reminding one another, 'Let's take turns,' and patiently waiting for their turn with toys. The childminder is calm, poised and gentle in her approach to managing disagreements. She gives children time to share how they feel, valuing their emotions. Routines are very well established and followed happily by all children. The childminder provides consistent support to promote children's regular attendance. This helps to ensure that they benefit fully from her curriculum and helps to

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Behaviour, attitudes and establishing routines Strong standard

The childminder builds solid attachments with the children. Children go to her for comfort or to express their needs. For example, children go to sit with the childminder and tell her that they are tired. This shows that children feel safe and secure to share how they are feeling.

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Children's welfare and wellbeing Strong standard

The childminder consistently prioritises children's welfare and wellbeing and has high expectations for the care children receive. She has a secure understanding of how to keep children safe in the setting and when out in the community. The childminder works closely with parents to identify any aspect of children's safety she can support in her setting, individual to each child's home experiences. For example, in support of children learning to keep themselves safe, the childminder developed the mental concept of a 'safety backpack' that includes all the risk assessment tools children need to keep themselves safe.

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Children's welfare and wellbeing Strong standard

The childminder provides a welcoming and safe environment, indoors and outdoors. Children are supported to make healthy choices. They enjoy nutritious food and drinks that contribute to a balanced diet and support oral health. Mealtimes are social occasions where children are encouraged to use good manners and develop positive social skills. Children take part in regular physical activity and have opportunities to rest in line with their individual needs.

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Children's welfare and wellbeing Strong standard

Children are supported particularly well in their personal care and develop superb independence over time. Children are encouraged to develop healthy self-care routines, such as wiping their own noses. Children know to place used tissues in the bin and to wash their hands. This supports the development of secure, long-lasting healthy habits. The childminder supports children to learn about keeping their bodies healthy through physical play and discussions about healthy food. She also helps children to understand their emotions through stories and responsive interactions that acknowledge how they feel. Safe sleeping and feeding routines are promoted effectively.

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Curriculum and teaching Strong standard

The childminder's clear curriculum, precisely informed from children's individual needs, is delivered to a very high standard. The curriculum covers all areas of learning and development and is precisely sequenced. The childminder has incredibly high expectations and is committed to helping children realise these. She has a firm focus on supporting children to become confident communicators. This helps to prepare children for their next stage in learning, including being school ready. The childminder knows the children extremely well and uses every opportunity to support them to learn something new. She uses her knowledge of child development and 'Development Matters' to tailor her curriculum and teaching to children's changing needs.

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Curriculum and teaching Strong standard

The childminder is consistent in using every opportunity to extend children's vocabulary, including their mathematical knowledge. For example, she supports children to learn number names when counting fruit. This lays firm foundations for children moving on to learning how to recognise the number of objects in a small group, and other mathematical concepts. When evaluating her own teaching, the childminder prioritises further training to undertake to benefit the children in her setting. For example, she has identified specific training to focus on meeting the needs of babies in preparation for new children starting. She uses consistently high-quality interactions to assess what children know and can do to move learning on.

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Inclusion Strong standard

The childminder consistently goes above and beyond to make a demonstrable difference to all children, including those with special educational skills and/or disabilities (SEND), and to reduce barriers to learning beyond her provision. The childminder monitors and assesses progress as an ongoing process and works in full collaboration with parents. This helps to ensure that any gaps in children's learning are swiftly identified and addressed so that children with SEND, or other barriers to learning, make rapid progress. The childminder works tirelessly and is extremely proactive in taking action to ensure that all children receive targeted support based on their unique needs. For example, the childminder finds innovative ways to help build each child's social skills and confidence ahead of starting Reception Year. This includes fully including involved professionals so that children's needs are fully known

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Inclusion Strong standard

and understood to best support their move to school. When additional support is needed to address a specific health or developmental need, the childminder's insightful and sensitive approach ensures their individual needs are well met. She ensures that all children are supported to learn from, and with, their peers. For example, themed resources, such as pirate eye patches, are used within play, helping to normalise experiences and promote inclusion.

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Leadership and governance Strong standard

The highest levels of professionalism underpin the childminder's leadership. A meticulously designed induction means those working with and caring for children are suitable and highly effective in their roles. The childminder demonstrates admirable insight, dedication and perceptive analysis of her own knowledge, that of her assistants, and their practice combined. Her strategic approach includes using their different learning styles when undertaking training, in order to maximise impact on understanding and practice. The childminder prioritises staff wellbeing through taking part in physical exercise out of work time and planning treats for any assistants she employs.

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Leadership and governance Strong standard

The childminder values parents as their children's first and most important educator. She creates seamless learning between her own provision and learning at home, to secure the best education and care for children. For example, in support of children's sharing and turn- taking skills, the childminder created a song about sharing that she recorded and sent to parents to share with their children at home. This then extended to further songs to tackle other subjects pertinent to the children attending, such as safe social skills. Partnership working with other professionals is equally highly effective. The childminder works with a range of other involved professionals to support continuity in children's learning, such as through planned transition arrangements.

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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 thrive as they settle quickly and build very strong bonds with the childminder. They go to her for help and comfort as needed. Smiles, laughter and conversation are plentiful. This helps children to feel safe, secure and confident to explore and fully access the learning opportunities available to them. The learning environment is very well considered and precisely informed from the curriculum intentions for children's learning. Children thoroughly enjoy playing and learning, indoors and out. The activities and resources are carefully planned to meet their individual needs. Children's interests are placed at the heart of activities, ensuring that experiences are engaging, meaningful and support their ongoing learning and development. Consequently, children become deeply engaged in learning and make excellent progress. For example, young children are greatly enthused to sit and listen to a story about a king's crown. They show excellent listening skills as the childminder

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

delivers expert teaching to keep them engaged. Children delight in joining in with the story, talking about what they can see under the flaps on the different pages. They predict what they will find and concentrate very well throughout the story.

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

Breakfast time is a hive of learning opportunities. Children practise and learn about the importance of good hygiene, such as thoroughly washing their hands before they eat. Children use their excellent independence skills as they pour their own milk and dispense their chosen cereal from the breakfast station. Children cut fruit with tools and try new foods. This helps them to develop their fine motor skills and make healthy choices. Children behave exceptionally well and are praised for displaying positive behaviours. They use wonderful manners and are supported to be kind to others and show respect. Children enjoy trips out in the community, walking in the local nature reserve, taking the tram into Manchester and using the equipment at the park. This helps children to develop their large motor skills, develop social confidence and learn about the world around them. Children are

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30

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About this setting

Local authority: Bury very well prepared for their next stage of learning, as the childminder ensures that they have the necessary skills, confidence and independence for an effective transition.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should continue to develop her own extensive knowledge of how children learn to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with the childminder and her assistants during the inspection.

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About this inspection

The inspection started on 5 March 2026. An inspector returned on 16 June 2026 to gather additional evidence in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy.

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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

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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