McDonald, Holly Jane

Childminder

Unique reference number (URN): 2825395 Registered with Ofsted: 11/03/2025 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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Achievement Strong standard

Children make substantial progress from their individual starting points and are well prepared for the next stage in their learning. Children with special education needs and/or disabilities develop the knowledge and skills they need, because barriers to children's learning are identified early and appropriate support helps them achieve well. Parents describe significant improvements in their children's communication, confidence, social interactions and willingness to try new experiences, reflecting the positive difference the childminder makes to children's development.

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Achievement Strong standard

Children confidently build on previous learning and readily apply their knowledge during everyday experiences. They recall familiar stories, use an increasingly wide vocabulary and talk enthusiastically about their experiences beyond the setting, demonstrating that learning is secure and meaningful. Children also develop the independence and resilience needed for future learning. They confidently manage age-appropriate tasks, persevere when challenges arise and take pride in their achievements. As a result, children develop the knowledge, skills and attitudes that provide them with a secure foundation for their future learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes consistent routines and clear expectations that help children understand what is expected of them throughout the day. She supports children to move confidently between activities and prepares them well for changes in routine. As a result, children are settled, motivated and eager to participate in the wide range of learning opportunities available.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes kindness, respect and consideration for others through her interactions with children. She encourages them to take turns, share resources and recognise the needs and feelings of their friends. For example, children thoughtfully consider whether their friends have received food before taking more for themselves. This helps children develop empathy and form positive relationships with one another.

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Behaviour, attitudes and establishing routines Strong standard

The childminder places a clear emphasis on developing children's independence. She encourages children to dress themselves, manage their personal care, serve their own snacks and drinks, and take responsibility for tidying after activities and mealtimes. She provides encouragement and reassurance when children find tasks challenging, helping them to persevere and develop confidence in their own abilities. As a result, children show resilience and take pride in what they can achieve for themselves.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for children's behaviour and consistently reinforces appropriate boundaries. She uses gentle reminders and positive praise to help children understand how their actions keep themselves and others safe. As a result, children readily follow agreed boundaries, cooperate well during play and increasingly solve problems together. They develop the confidence and social skills needed to support their future learning.

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Children's welfare and wellbeing Strong standard

The childminder and assistants build warm, trusting relationships with children and respond sensitively to their individual needs. They provide reassurance and support that helps children feel emotionally secure. As a result, children confidently explore their environment, express themselves and seek support from familiar adults when needed.

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Children's welfare and wellbeing Strong standard

The childminder teaches children about healthy lifestyles through meaningful everyday experiences. She provides nutritious, home-cooked meals and healthy snacks, and involves children in growing vegetables and preparing ingredients for meals. She also promotes good oral health and has introduced regular toothbrushing into children's routines. Children develop positive attitudes towards caring for their teeth and benefit from experiences that help them become familiar with visiting the dentist.

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Children's welfare and wellbeing Strong standard

The childminder provides children with regular opportunities to be physically active outdoors. She offers experiences that develop children's balance, coordination and physical confidence. She also ensures children have suitable clothing and equipment so that they can access outdoor play in different weather conditions. As a result, children enjoy being active and develop their physical skills through regular outdoor experiences.

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Children's welfare and wellbeing Strong standard

The childminder works proactively with families to promote children's health and wellbeing. She promotes good attendance, shares information about healthy lifestyles and works collaboratively with parents during important stages in children's development. She also supports children's transitions to school and works with families to establish consistent approaches to personal care. As a result, children develop healthy habits, feel safe and secure and are well supported as they move towards their next stage.

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Curriculum and teaching Strong standard

The childminder has developed an ambitious curriculum that reflects children's interests, builds on what they already know and can do, and prepares them well for future learning. She gathers detailed information when children start and uses ongoing assessment to identify the knowledge and skills children need to learn next. This enables her to plan purposeful experiences that build progressively on previous learning.

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Curriculum and teaching Strong standard

Teaching is highly effective. The childminder skilfully extends children's thinking through carefully considered questions, giving them time to reflect and respond. She encourages children to recall previous learning, predict what might happen next and explain their ideas, helping them make meaningful connections in their learning. Stories are brought to life through sensory experiences and practical activities that capture children's curiosity.

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Curriculum and teaching Strong standard

Learning is thoughtfully sequenced across both the indoor and outdoor environments. Activities introduced indoors are extended outdoors on a larger scale, allowing children to revisit and deepen their understanding through active exploration. The childminder naturally introduces mathematical language, new vocabulary and opportunities for children to solve problems within their play. As a result, children remain highly engaged and confidently apply their learning in different contexts. The learning environment is well organised and invites children to explore independently. Resources are accessible, purposeful and carefully selected to promote learning across all 7 areas of the curriculum. Children freely access high-quality materials, follow their own interests and sustain their concentration for extended periods. As a result, children are active, confident, independent learners.

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Inclusion Strong standard

The childminder has created an inclusive environment where every child is valued and supported to succeed. She knows children well and quickly identifies when they may need additional help. She works closely with parents and other professionals to plan targeted support that reflects children's individual strengths and needs. Support is reviewed regularly and adapted as children make progress, ensuring it continues to meet their changing needs.

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Inclusion Strong standard

Children with special educational needs and/or disabilities receive well-planned support that helps them participate fully in the life of the setting. For example, the childminder carefully adapts routines, the learning environment and communication strategies to help children feel secure, develop their understanding and engage alongside their peers. As a result, children make meaningful progress from their starting points and become increasingly confident in their interactions with others.

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Inclusion Strong standard

The childminder works in genuine partnership with families. She shares practical strategies that parents can use at home, helping children benefit from consistent approaches across both environments. Parents describe the positive difference this has made to their children's communication, emotional wellbeing and daily routines. They value the childminder's patience, expertise and ongoing support, particularly during periods when children require additional help.

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Inclusion Strong standard

Additional funding is used purposefully to address identified barriers to learning and reflects children's individual interests and developmental needs. Resources are carefully chosen to encourage communication, social interaction and active participation. Children from a wide range of cultural, religious and family backgrounds are equally valued. They see themselves, their families and the wider community positively reflected through books, resources, celebrations and meaningful discussions, helping them develop a deep sense of belonging and respect for others.

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Leadership and governance Strong standard

The childminder demonstrates effective leadership. Professional development is purposeful and closely aligned to the current cohort of children. The childminder identifies training that will strengthen knowledge and practice, and routinely reflects on how this improves children's experiences. She works closely with assistants, providing thorough induction, regular guidance and opportunities for professional development. Assistants are deployed effectively and understand their roles and responsibilities, helping them make a valuable contribution to children's learning and wellbeing.

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Leadership and governance Strong standard

The childminder has established highly effective partnerships with parents and carers. Communication is open, honest and responsive, helping families feel well informed and actively involved in their children's learning and development. She continually seeks ways to strengthen these partnerships, including developing initiatives that encourage all parents to engage in their children's early education. Parents speak highly of the childminder and value the care, guidance and support they receive. The childminder manages her workload effectively. She reflects on her own wellbeing and that of assistants, ensuring workloads remain manageable while maintaining high expectations for the quality of the provision. As a result, the environment is calm and positive, where children, families and adults flourish.

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Leadership and governance Strong standard

Children with special educational needs and/or disabilities receive prompt and focused support. The childminder works collaboratively with professionals, parents and external agencies to ensure the best outcomes for the children within her care. As a result, children make meaningful progress from their individual starting points.

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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 in this warm, welcoming and nurturing setting where they are happy, settled and eager to learn. They arrive confidently, quickly become absorbed in play and enjoy secure relationships with the childminder, assistants and one another. Children show a clear sense of belonging. They proudly share their achievements during group time and celebrate each other's successes, helping to create an environment where everyone feels valued and included.

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

Children benefit from an ambitious range of meaningful experiences that broaden their understanding of the world around them. They regularly care for animals, grow fruit and vegetables and take part in activities in the local community. These experiences inspire children's curiosity and help them make sense of the world through first-hand learning. Children confidently recall these experiences and enthusiastically share what they have learned with others.

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

Children develop increasing confidence to make choices, follow their own interests and lead their play. They move independently between a wide range of carefully organised resources and become deeply engaged in activities. They readily extend their own ideas, work together to solve problems and involve their friends in imaginative play. As a result, children remain highly motivated and demonstrate positive attitudes towards learning.

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

Children are encouraged to express their ideas and opinions throughout the day. They enjoy rich conversations with adults who listen carefully, value their contributions and give them time to think before responding. This helps children become confident communicators who happily share their thoughts, experiences and knowledge.

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

The childminder builds effective partnerships with families, helping children experience consistency between home and the setting. Parents describe the support they receive as amazing and explain how shared approaches have improved their children's confidence, communication, independence and emotional wellbeing. As a result, children feel safe, secure and well supported to flourish.

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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 setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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About this inspection

The inspector spoke with the childminder, children 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.

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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

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

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn . Store Street Manchester M1 2WD

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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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