Childminder in ManchesterOfsted report card, 9 Sept 2026

Childminder

Unique reference number (URN): EY559638 Registered with Ofsted: 21/06/2018 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 Expected standard

Children achieve well because they are supported by an experienced and knowledgeable childminder who rigorously monitors and assesses their development. They make secure progress from their initial starting points. The childminder has a clear understanding of how to adapt the curriculum for all children, including those with special educational needs and/or disabilities. This ensures that any barriers for learning are reduced and all children can achieve to the best of their abilities.

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Achievement Expected standard

Children demonstrate sustained attention as they learn through exploration and shared enjoyment. They recognise splashing in the water creates an abundance of bubbles. The childminder extends their learning by introducing a familiar song, 'Bubble, Bubble Pop'. As the children sing the song and clap their foam-filled hands together, they giggle with delight as bubbles cover their hair and faces.

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Achievement Expected standard

During playful activities, children demonstrate a love of literacy and are learning a rich vocabulary. The childminder brings books to life, creatively using a cardboard box to re- create a familiar character's house. Children repeat the storyline as they place the furniture in the house. Older children use a questioning tone as they ask where the main character might be hiding.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has a collaborative approach to working with parents and has implemented strategies to support children's individual behaviour needs. This helps to ensure they feel understood and valued. She obtains lots of information from parents regarding children's routines, likes and dislikes. The childminder also discusses how regular attendance will support children to become familiar with everyday routines. She has high expectations for all children in her care and ensures a consistent approach between home and her setting. The childminder places a great emphasis on ensuring they have the skills and levels of independence needed. She teaches children how to manage their own personal hygiene and social skills. This helps children experience a smooth transition to their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

Generally, the childminder knows the children's personalities well. She works with parents to develop an understanding of expected behaviours. The childminder expertly tunes into children's emotions and is acutely aware of situations that may trigger changes in their temperaments. For example, when children struggle to calm themselves. She knows exactly when to step in to provide support to help them resolve how they are feeling. This supports children to be able to manage their own feelings and acquire the skills to be more resilient. On occasion, the childminder does not help less confident children fully join in with some of the learning opportunities available.

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Children's welfare and wellbeing Expected standard

The childminder obtains a wealth of information about children's individual needs when they first start to attend. She uses this information to ensure that all children's care and educational needs are met, including those who may have barriers to their learning. The childminder supports children to develop healthy lifestyles. She plans opportunities for them to learn outdoors and ensures they are suitably dressed for all weathers. The childminder promotes oral health routines well and discusses with parents the importance of regular visits to the dentist. Children have an abundance of opportunities to be independent, such as changing out of their wet suits after outdoor play. They celebrate their achievements as they proudly announce, 'I did it'. Children recognise their own abilities and gain confidence in managing their self-care skills.

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Children's welfare and wellbeing Expected standard

The childminder naturally supports children's emotional needs. She has a collaborative approach to working with parents and other professionals. The childminder has implemented strategies to support children's individual behaviour needs. This helps to ensure children feel understood and emotionally secure.

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Children's welfare and wellbeing Expected standard

The childminder supports children's curiosity, concentration and positive attitudes towards learning. They develop problem solving skills and demonstrate curiosity and determination. For example, when a toy character becomes stuck inside a pipe in the water play, they consider different ways to release it. Children try to push it through with their hands before pouring more water through the pipe. They persevere and experiment with other toys to push the character free. Children giggle with delight and celebrate their success as the toy is released. This demonstrates that they have the confidence to test their own ideas and find solutions for themselves. These are the invaluable skills they need as they transition to their next stage of learning.

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Curriculum and teaching Expected standard

The childminder has a wealth of experience and has designed an ambitious curriculum that reflects the children's interests through everyday experiences. She creates meaningful learning opportunities, such as outdoor walks to look at mechanical diggers. The childminder skilfully ignites children's fascination and imagination. She further extends children's learning, such as by recreating play with toy diggers. This supports children's understanding of the world around them.

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Curriculum and teaching Expected standard

The childminder expertly inspires children's love of learning for the outdoors. She has a purposefully designed water play area that contains resources and equipment, to enable children to develop a range of early mathematical skills. As they investigate the inviting water play area, the childminder supports children's mathematical thinking as they pour and measure quantities of water. She teaches children about items that will float or sink.

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Curriculum and teaching Expected standard

The childminder places a strong emphasis on children's love of literacy. She provides high- quality books about children's favourite character. This thoughtful approach promotes them to be highly engaged in listening to stories. They snuggle up next to her and wait in anticipation to uncover the flaps in books, such as 'Where's Spot?'. The childminder also uses opportunities during stories and rhymes to develop children's social and communication skills. Children naturally learn new positional language such as, 'in front of', 'next to', or 'behind'.

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Inclusion Expected standard

The childminder does not currently care for any children with special educational needs and/or disabilities or children who are in receipt of additional funding. She is very committed to inclusion and is proactive in adapting her curriculum and practice to meet children's individual needs. The experienced childminder demonstrates the skills to identify any barriers or gaps in children's learning and potential emerging needs. She is acutely aware of how to access support from other professionals and how to obtain any additional funding.

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Inclusion Expected standard

The childminder creates a positive and inclusive environment and ensures every child feels valued and able to celebrate their uniqueness and individuality. She observes and assesses children's development. The childminder regularly shares information about children's progress with their parents. This effective exchange of information helps the childminder to tailor support for children's individual needs and swiftly address any emerging gaps in learning.

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Inclusion Expected standard

The childminder has a cooperative approach to working with other professionals and local schools. She recognises the value of sharing relevant information with other settings and specialist services. This helps to promote continuity in children's learning and supports their smooth transitions to their next stage of learning.

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Leadership and governance Expected standard

The childminder is highly committed to continually strengthening her professional expertise. Her training and development is precisely targeted to help enhance her effective teaching skills. She researches and attends training relevant to the needs of the children in her care. The childminder has completed all mandatory training, such as safeguarding and paediatric first aid.

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Leadership and governance Expected standard

Partnership with parents is a strength of the childminder's practice, and she has formed positive supportive relationships with them. She obtains the views of parents and carers, and this is used for self-reflection in strengths or areas to improve. Parents recognise and praise the childminder's professional nurturing approach. They comment on 'how settled and secure their children are in her care'. They commend her for how well children thrive and make continued progress in their learning journey.

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Leadership and governance Expected standard

The childminder recognises that families' individual circumstances may change and they may require a more flexible approach to children's attendance hours. This sensitive support ensures that children's routines and attendance is maintained. The childminder is acutely aware of factors that may present barriers to learning. She has completed a range of training and established links with the local authority and other professionals. This helps to ensure that her curriculum is adapted so all children, including children with special educational needs and/or disabilities, feel included and can make the best possible progress.

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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 eagerly explore the welcoming and stimulating environment that the childminder creates. They are settled, and from the outset, they immerse themselves in a varied range of activities. Children confidently choose whether they wish to explore the safe and inviting outdoor area or play indoors in the well-resourced designated playroom. Children develop their increasing independence skills and are able to attend to their own personal care needs. They know to wash their hands after play and before eating. Children find their own water bottles and select their own utensils from the cutlery draw. They beam with pride when they

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About this setting

Type: Childminder receive positive praise from the childminder. This supports children to recognise their own abilities and builds their confidence in managing their personal care independently.

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About this setting

Children enjoy a broad range of interesting activities that support their continued progress across all areas of learning. This includes children who may face barriers to learning. Children develop a love of books and early mathematical thinking. They form loving and trusting relationships with the childminder and their friends. For example, when they notice a friend is sad, they show great empathy for them. They rally around their friend and offer a favourite toy or book to comfort them. This demonstrates the positive relationships children have developed with the childminder, and that they feel safe, secure and emotionally supported in her care. The childminder skilfully supports children to consider their behaviour and about making the right choices, such as finding another toy to play with while they wait for their friend to finish with the one they would like. As a result, children begin to resolve

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About this setting

minor disagreements positively and are more confident and resilient. They are also learning the skills they need to manage their own feelings and emotions when in other social situations.

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Next steps

The childminder should strengthen strategies to support less confident children so that they become more engaged in their learning.

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About this inspection

The inspector spoke with the childminder and children at appropriate times 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. Registration date: 21/06/2018

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 19:00

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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

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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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