Reed, Andrea

Childminder

Unique reference number (URN): 2844772 Registered with Ofsted: 16/07/2025 Registers: EYR, CCR

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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 make significant progress from their individual starting points. Babies develop increasing independence and physical skills. For example, they progress from needing support to hold a cup and feed themselves to confidently holding a cup, drinking and finger feeding independently. They show their growing mobility as they climb up the slide and turn themselves around ready to slide down. Babies make actions to share their desire for the childminder to sing specific songs.

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Achievement Strong standard

Young children communicate confidently and use an extensive vocabulary. They speak in lengthy sentences, recall previous experiences and explain what they know. They identify vehicles, numbers and colours in their environment and confidently share their ideas.

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Achievement Strong standard

Young children accurately count, recognise quantities and explore numbers, shapes and colours. They develop physical independence as they put on shoes, manage clothing and use cutlery. They also develop positive relationships, take turns, help each other and show care towards babies.

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Behaviour, attitudes and establishing routines Strong standard

Young children consistently demonstrate positive attitudes and excitement towards learning and behave well. They listen carefully to the childminder and understand expectations for keeping themselves and others safe. They remain highly engaged in meaningful learning and willingly participate in routines and experiences.

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Behaviour, attitudes and establishing routines Strong standard

Routines are fully embedded. Young children confidently prepare for snack, help to tidy away and take responsibility for simple tasks. They understand what is expected when preparing to leave the setting and demonstrate this independently. The childminder promotes positive attendance and punctuality through supportive communication with parents and remains sensitive to changes in children's and babies' family circumstances.

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Behaviour, attitudes and establishing routines Strong standard

The childminder successfully supports young children to manage relationships and emotions. She calmly helps them to share and take turns and models appropriate language. Children respond positively and show care and kindness towards one another and repeat phrases to share equipment and toys. For example, they work together to pull large sticks along a path and take turns pushing each other across the room as they sit in a small tray.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are continually prioritised throughout the day. The childminder provides a calm, nurturing environment where young children and babies feel secure and confident to explore. She responds sensitively to their emotional cues and adapts her approach when their needs or circumstances change.

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Children's welfare and wellbeing Strong standard

Care routines promote independence and healthy habits. Young children wash their hands, pour their own drinks, use cutlery and make choices about food. Mealtimes are calm and sociable, with the childminder talking positively about healthy choices and safe eating. She promotes physical development through frequent opportunities to be active and safely explore the local community. Young children understand road safety and confidently explain that they need to stop, look left and right and wait before crossing.

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Children's welfare and wellbeing Strong standard

The childminder is highly attentive to young children's and babies' sleep and care needs. She works with parents to ensure that routines reflect individual needs and shares relevant guidance to support continuity between home and the setting. Regular conversations about toilet training mean children receive the support and encouragement they need to become increasingly independent with this step in their development.

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Curriculum and teaching Strong standard

The childminder provides a broad, ambitious and well-sequenced curriculum that builds on what young children and babies already know and can do. She knows their interests well and uses these to provide motivating and purposeful experiences. For example, she uses children's interest in vehicles to visit the local train station and motor museum, then revisits these experiences to help children recall and embed their learning.

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Curriculum and teaching Strong standard

Teaching is highly effective and responsive. The childminder skilfully extends children's language, thinking and play through well-timed questions, explanations and modelling. She introduces precise vocabulary and sensitively corrects mispronunciations. For example, she uses appropriate language to explain the meaning of 'echo' when children hear their voices bounce back in a tunnel. When babies show an interest in books, she spends time with them, talks about what they can see and teaches them to hold the book and turn the pages. This fosters a love of books.

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Curriculum and teaching Strong standard

Mathematics is fully embedded throughout the day. Young children count fruit, recognise numbers and colours and explore size, shape and quantity during play and routines. The childminder supports accurate counting by encouraging children to move objects as they count. Children show enthusiasm for mathematics and use mathematical vocabulary and concepts in their play. The childminder also provides ample opportunities for physical development and adapts her teaching so that babies participate at their stage of development.

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Inclusion Strong standard

The childminder creates a highly inclusive environment where young children and babies participate fully in learning and experiences. She knows their individual circumstances, strengths and barriers and adapts her practice sensitively to make a sustained difference to children's progress. When children are anxious about new experiences, she uses playful approaches, praise and encouragement to build their confidence without creating pressure. She shares these approaches with parents so that children can continue developing confidence at home. The childminder recognises that children's experiences and backgrounds impact on their development. She works closely with parents to understand each child's uniqueness and tailors her support to ensure that all children access learning and make progress alongside their peers and feel valued and part of the group. The childminder has a secure understanding of how to support children with special

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Inclusion Strong standard

educational needs and/or disabilities (SEND). She knows when and how to seek professional advice and understands how additional funding can reduce barriers for disadvantaged children. She uses statutory progress checks at age two years alongside her assessment information to swiftly identify gaps in development and works with parents and other professionals when appropriate. The childminder understands the need to regularly review any additional support or adaptations in place with parents to ensure that they are having a positive impact on children's learning and wellbeing. She has identified that she would like to enhance her knowledge of SEND through further training.

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Leadership and governance Strong standard

The childminder is highly committed to her role and has high expectations for the children in her care. She knows children and their families very well and uses this knowledge to shape the curriculum, care routines and experiences she provides.

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Leadership and governance Strong standard

She is highly reflective about her practice and actively develops her professional knowledge. She selects training in response to the needs of the children attending. For example, she has undertaken training focused on 2-year-olds. She uses this knowledge to provide high- quality teaching and a stimulating environment tailored to 2-year-olds, which has a sustained impact on their learning and development. She regularly completes online training and keeps up to date with changes to requirements and guidance.

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Leadership and governance Strong standard

The childminder seeks advice from other childminders and professionals when needed. She understands the importance of working with other settings during transitions and shares assessments and relevant information when children move on. Partnerships with parents are highly positive. Parents describe the childminder as warm, caring and accepting. They value how quickly she understands their children's personalities, interests and needs, and report rapid improvements in their children's confidence, communication and social skills. They value the regular information she shares about their children's learning and experiences.

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

Young children and babies thrive with this warm and nurturing childminder. They develop trusting relationships with her and confidently seek her reassurance when needed. Babies eagerly explore toys and their surroundings, while young children share their ideas, talk about previous experiences and show pride in what they can do. They settle quickly and show that they feel safe, valued and secure.

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

Young children and babies benefit from a rich range of experiences that reflect their interests and extend their understanding. For example, an interest in vehicles leads to visits to the train station and motor museum. Children recall these experiences afterwards and use what they have learned in their play. Walks in the local community give them further opportunities to observe and talk about what they see and hear. Books and conversations help them revisit experiences and develop their knowledge of the wider world.

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

Young children and babies confidently participate in familiar routines. They help prepare for snack, pour their own drinks, use cutlery and develop independence in dressing and personal care. Young children show care towards babies, help each other and learn to share and take turns. Positive relationships between the childminder and parents support continuity in children's care and learning. Regular attendance and purposeful two-way communication help children build secure relationships and become familiar with routines.

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Next steps

The childminder should build on her reflective practice by continuing to evaluate the impact of her provision and identify where further refinements could enhance children's experiences and outcomes.

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About this inspection

The inspector spoke with the childminder and children and read feedback from 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: 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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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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