Childminder in RochdaleOfsted report card, 22 Sept 2026

Childminder

Unique reference number (URN): 2514882 Registered with Ofsted: 18/06/2019 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

Children make sustained progress from their starting points across the areas of learning. Their communication develops particularly well. Children join conversations, explain their ideas and confidently use an increasingly broad vocabulary. Children remember previous experiences and apply what they have learned in different situations. For example, during dough play, they recall an earlier walk, describe what they saw and remember how to keep themselves safe outdoors.

p.2

Achievement Strong standard

Children who need additional help make significant gains in their learning. Assessment information, alongside feedback from parents and professionals, demonstrates clear progress in communication and other areas of development, including for children with special educational needs and/or disabilities. Children who have previously been at risk of falling behind make better than expected progress. Children develop the knowledge, skills and confidence they need for future learning.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder sets clear and consistent expectations that help children understand how to behave and consider the needs of others. Children know the routines in the childminder's home and willingly help with everyday tasks. For example, tidying resources away. The childminder's gentle explanations help children understand how their actions affect others. Children play cooperatively, share resources and show consideration for their peers.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder develops warm, trusting relationships with children and takes account of their ages, stages and individual circumstances. When children find something difficult, she acknowledges their feelings, offers reassurance and maintains clear boundaries. Children learn to wait and take turns. They engage positively in their learning, sustain their interest and persevere when they encounter challenges. The childminder adapts her approach when children need additional help to understand expectations and routines, enabling them to participate confidently alongside others.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder places importance on children attending regularly and arriving punctually. She discusses this with families and monitors attendance closely. Children settle readily and develop positive attitudes towards their learning.

p.2

Inclusion Strong standard

The childminder identifies children's individual needs and potential barriers to learning promptly. She draws on observations, assessment and conversations with families to build an accurate picture of children's development and any gaps in their learning. The childminder considers how the difficulties children encounter affect their learning and wellbeing and adjusts the curriculum accordingly. When children do not readily demonstrate what they know and can do, the childminder uses play-based observations alongside more focused assessment tools to gain a fuller understanding of their development. The childminder reviews children's progress, adapts support and seeks specialist advice, when

p.2

Expected standard

emerging special educational needs and/or disabilities (SEND) are identified. Her persistence helps children receive the support they need without unnecessary delay. As a result, children at risk of falling behind make better than expected progress.

p.3

Expected standard

The childminder uses SEND training to strengthen her practice and has a secure understanding of the different circumstances that may create barriers to children's learning and wellbeing. She works closely with parents, the local authority and other early years providers to promote a consistent approach to meeting children's needs. With parents' agreement, she shares children's targets and successful strategies with other settings they attend. This joined-up approach helps children benefit from consistent support for their learning and development. Parents speak highly of her knowledge of their children and the progress they make.

p.3

Children's welfare and wellbeing Expected standard

The childminder understands children's individual care needs and works closely with parents to provide routines that support their health and wellbeing. She builds secure relationships with babies and children, who seek her reassurance, when needed, and confidently return to play. She helps children recognise and express their feelings and responds sensitively when they need comfort.

p.3

Children's welfare and wellbeing Expected standard

Children enjoy nutritious, home-cooked meals that take account of their dietary needs. The childminder supervises children carefully at mealtimes, follows their established sleep routines and checks sleeping children regularly. She considers children's individual circumstances, including special educational needs and/or disabilities, when deciding how best to support their safety and wellbeing, including when they are away from her home.

p.3

Children's welfare and wellbeing Expected standard

The childminder has appropriate policies and procedures that support the care she provides. Her oversight of this aspect of her provision is developing. However, she does not yet routinely reflect on her welfare practices to identify where these could be improved further. This means some opportunities to enhance children's already positive care experiences may be missed.

p.3

Curriculum and teaching Expected standard

The childminder has clear aims for children's learning. She focuses on helping children to communicate confidently, build positive relationships, become independent and develop secure foundations for future learning. The childminder uses what she knows about children's starting points and ongoing development to decide what they need to learn next. She adapts experiences for children of different ages and stages, including those with special educational needs and/or disabilities.

p.3

Curriculum and teaching Expected standard

The childminder extends children's vocabulary through conversation, stories and play. For example, while sharing a book about flamingos, she introduces the word 'flamboyance' to describe a group of these birds. The childminder builds children's mathematical knowledge progressively, helping them to sort objects before developing their counting and one-to-one correspondence. Professional learning has prompted her to look more closely at children's mathematical development and refine her teaching. Children benefit from opportunities that build progressively on what they already know and can do.

p.3

Curriculum and teaching Expected standard

The childminder does not have as consistently high expectations for the youngest children's independence as she does for older children. For example, at mealtimes, she selects food items and wipes younger children's faces without routinely giving them opportunities to make simple choices or attempt manageable tasks for themselves. Consequently, the youngest children have fewer opportunities to build independence and self-help skills from an early age. This does not fully support the youngest children to build the confidence and independence from an early age that would help them excel further in this area of their development as they get older.

p.4

Leadership and governance Expected standard

The childminder chooses professional development that reflects children's needs and uses what she learns to develop her practice. Training in mathematics, communication and special educational needs and/or disabilities has strengthened her knowledge and helped her make informed improvements to children's learning experiences. She draws on local professional networks to extend her knowledge and keep her practice up to date.

p.4

Leadership and governance Expected standard

The childminder values parents' views and responds positively to their feedback. For example, following parents' comments about communication, she now shares more detailed updates about children's experiences through the app. This gives parents a fuller picture of their children's learning and experiences. Parents value how well she knows their children and the support she provides. However, the childminder does not yet use self-evaluation and oversight processes consistently well to identify areas, where her practice could be strengthened. This means that some priorities for improvement are not identified and acted on swiftly enough.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children feel welcome and secure in the childminder's home. They form close relationships with her, seek reassurance when they need it and confidently return to their play. Children enjoy one another's company, share resources and show care for others. Families contribute information about their children's interests, routines and needs, helping the childminder provide experiences that reflect what is important to them.

p.5

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

Children enjoy learning through stories, creative play and experiences outdoors. They talk about places they have visited, learn new words and use these again in their play. Children develop their mathematical understanding as they count, sort and compare objects during activities and everyday experiences. They remember what they have learned and make connections with previous experiences. Children make progress from their starting points and develop communication, social and practical skills that prepare them well for their next stage of learning.

p.5

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

Children's individual needs and circumstances are understood and valued. When barriers to learning or wellbeing emerge, the childminder responds promptly and works closely with families and other professionals. The childminder adapts experiences and shares successful approaches with other settings children attend. This helps children, including those with special educational needs and/or disabilities, participate fully and make progress.

p.5

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

Children know the familiar routines of the childminder's home and show positive attitudes to learning. They cooperate with others, persevere with activities and respond well to the childminder's clear expectations. Children enjoy nutritious meals and care that reflects their individual needs. Regular attendance is promoted and absences are followed up. Children

p.5

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:00

p.6

Facts and figures used on inspection

benefit from consistent routines and warm, responsive care that help them feel secure, included and ready to learn.

p.6

Next steps

The childminder should strengthen self-evaluation and oversight to support sustained improvement. The childminder should raise expectations for the youngest children to support them in developing their independence and self-help skills.

p.6

About this inspection

The inspector spoke with the childminder and the children during the inspection.

p.6

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 was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8