Childminder in OldhamOfsted report card, 23 Sept 2026

Childminder

Unique reference number (URN): 2838096 Registered with Ofsted: 04/07/2025 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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Behaviour, attitudes and establishing routines Strong standard

The childminder consistently creates a positive and nurturing environment where children understand what is expected of them. Clear boundaries are reinforced calmly and explanations help children understand why rules are in place. Children respond positively to these expectations and behave well.

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Behaviour, attitudes and establishing routines Strong standard

Warm and trusting relationships are firmly established. Children confidently seek the childminder for reassurance and affection and demonstrate that they feel happy and emotionally secure in her care. The childminder knows children well and considers their age, stage of development and individual circumstances when supporting their behaviour.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate highly positive attitudes to their experiences. They enthusiastically join in with stories, songs and play, make choices and sustain their interest in activities. Well- established routines help children develop independence. For example, they know what is expected at mealtimes and confidently help to tidy resources when activities finish.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides opportunities for children to interact with others through groups and community experiences, supporting their developing social skills.

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Behaviour, attitudes and establishing routines Strong standard

Attendance is consistently high. The childminder promotes regular attendance with families and follows up unexpected absence promptly. As a result, children benefit from continuity in their routines, relationships and learning.

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Achievement Expected standard

Children typically make appropriate progress across the areas of learning from their individual starting points. They develop their communication and language as the childminder builds on the words they already know and introduces new vocabulary throughout their daily experiences.

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Achievement Expected standard

Children make positive progress in their physical development. Regular opportunities to be active across a range of environments help them to develop their balance, coordination and physical confidence.

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Achievement Expected standard

Children develop the independence, communication and social skills they need for their future learning. Where potential barriers emerge, the childminder considers children's individual development and how further support may help them to progress.

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Achievement Expected standard

However, children's progress is not equally evident across all areas of learning. Some aspects, particularly physical development, are more firmly embedded than others. Children are typically prepared appropriately for the next stage of their learning and development.

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Children's welfare and wellbeing Expected standard

The childminder typically provides effective care that supports children's individual needs. Warm and responsive relationships help children to feel happy, safe and emotionally secure. Children confidently seek comfort and reassurance when needed and are supported to develop their independence through familiar care routines.

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Children's welfare and wellbeing Expected standard

Children develop a positive understanding of healthy lifestyles. Children have frequent opportunities to be physically active, which supports their health and physical wellbeing. The childminder promotes healthy eating and provides meaningful experiences that help children understand the importance of good oral health and caring for their teeth.

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Children's welfare and wellbeing Expected standard

Care routines are well established. Children are encouraged to follow appropriate hygiene practices, and the childminder understands how sleeping arrangements should be adapted according to children's age and individual needs. She works with parents to understand children's care needs and routines when they start at the provision, helping to provide consistency between home and the setting.

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Children's welfare and wellbeing Expected standard

The childminder understands that children facing barriers may require adaptations to their care and wellbeing support. She can explain how she would consider children's individual circumstances and work with families and other professionals should additional support be required.

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Curriculum and teaching Expected standard

The childminder typically provides a purposeful curriculum that builds on what children know and can already do. She reflects on the quality of her curriculum and identifies where further development is needed.

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Curriculum and teaching Expected standard

Communication and language are prioritised effectively. The childminder identifies appropriate next steps and weaves these throughout children's experiences. For example, she consistently introduces and extends vocabulary during stories, songs, play and routines. As a result, children hear and use increasingly varied language. Early mathematics is introduced naturally and progressively through counting or talking about size and colour. The childminder promotes mathematical language during play and everyday experiences.

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Curriculum and teaching Expected standard

Children's physical, personal, social and emotional development is given appropriate priority. Regular outdoor experiences develop children's coordination, balance and physical confidence. Warm interactions and familiar routines help children to feel secure and develop independence.

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Curriculum and teaching Expected standard

The childminder uses her knowledge of children and assessment to typically tailor teaching to their stage of development. She understands how teaching may need to be adapted should children experience barriers to learning.

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Curriculum and teaching Expected standard

However, the curriculum is not yet equally well embedded across all areas of learning. Opportunities for expressive arts and design are less developed, which limits the breadth of experiences available to children.

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Inclusion Expected standard

The childminder creates an inclusive environment where children's individual needs and potential barriers to learning are considered appropriately. She uses observations, developmental information and discussions with parents to identify what children need to learn next. Should concerns emerge, she can explain how she would consider possible underlying factors and work with families and other professionals to determine appropriate support.

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Inclusion Expected standard

The childminder understands how to identify emerging needs, make reasonable adjustments and review whether support is helping children to make progress. She knows how to seek advice from health visitors, the local authority and other relevant services should this be required.

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Inclusion Expected standard

The childminder understands how additional funding could be used to reduce barriers and broaden children's experiences. She can explain how she would consider wider circumstances that may affect children's learning or wellbeing and seek support from other agencies where appropriate.

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Inclusion Expected standard

The childminder uses her knowledge of children's development to consider their individual needs and any emerging barriers. She understands the importance of reviewing support to establish whether it is helping children to make progress and can explain how she would adapt this further should children require additional support.

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Leadership and governance Expected standard

The childminder typically demonstrates reflective leadership of her provision. She understands its strengths and identifies areas where she needs to develop her knowledge and practice. She makes decisions with children's best interests in mind and considers how her provision may need to adapt to meet differing needs.

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Leadership and governance Expected standard

The childminder takes responsibility for developing her professional knowledge. She recently identified inclusion as an area for development and proactively completed relevant training. This has strengthened her understanding of how to identify potential barriers to learning, seek appropriate professional advice and adapt her provision should children require additional support.

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Leadership and governance Expected standard

Parents and carers are valued as partners in children's care and learning. The childminder communicates regularly with families and shares ideas to help them continue children's learning at home. Parents speak positively about the quality of care and communication they receive. Children also benefit from regular experiences within their local community, which broaden their understanding of the world around them.

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Leadership and governance Expected standard

However, partnerships with schools are not yet established. The childminder has not routinely shared relevant information directly with schools when children move on. Developing these relationships will support greater continuity in children's learning and help receiving teachers understand children's development and individual needs.

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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, confident and settled in the childminder's welcoming home. They develop warm, trusting relationships and know that their individual needs will be considered. Children confidently seek reassurance when they need it and enjoy the childminder's company. This helps them to feel safe and secure and know that they belong.

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

Children enjoy learning and enthusiastically take part in the experiences available to them. They are curious, make choices and are keen to communicate and participate. Children

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Inspector:

Jamie Fitton develop useful knowledge and skills through their play and everyday experiences. They make appropriate progress from their starting points, particularly in their communication, physical development and growing independence. However, children do not yet benefit from the same breadth of learning across all areas of the curriculum.

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Inspector:

Children develop a strong connection with the world beyond the childminder's home. They regularly visit their local community and meet different people. These experiences help children develop confidence and an understanding of the community in which they live. Families are welcomed and their knowledge of their children is valued.

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Inspector:

Children behave well and understand the expectations and routines that help their day run smoothly. They are encouraged to be considerate, develop their social skills and become increasingly independent. Children attend consistently and benefit from continuity in their care and learning.

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Inspector:

Children are typically prepared appropriately for what they will learn next. Further developing partnerships with schools will strengthen the continuity children experience when they move on to the next stage of their education.

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Next steps

The childminder should further develop the breadth of the curriculum so that all areas of learning are consistently embedded and children benefit from an equally ambitious range of learning experiences. The childminder should establish effective links with schools to support the timely sharing of relevant information and promote continuity in children's learning and development as they move on to school.

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About this inspection

The inspector spoke with the childminder and children and considered 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 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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:00,Friday : 08:00 - 16:00

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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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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

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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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