Childminder in SalfordOfsted report card, 24 Sept 2026

Childminder

Unique reference number (URN): 2849496 Registered with Ofsted: 18/09/2025 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 Expected standard

Children typically make positive progress from their individual starting points. They become confident communicators and increasingly use complex words and sentences to express their needs, thoughts and ideas. Children develop secure early mathematical knowledge. They confidently count, recognise numbers and shapes and use mathematical language when comparing objects.

p.2

Achievement Expected standard

Children become increasingly confident in managing their own needs and independently complete familiar routines, such as using the toilet. As a result, children develop secure self- care skills. They develop control and coordination when using a range of equipment and handling small objects.

p.2

Achievement Expected standard

Children demonstrate positive attitudes towards learning. They enthusiastically recall knowledge they have learned, confidently talk about their interests and independently use books to retell familiar stories. Overall, children acquire appropriate knowledge and skills that prepare them positively for the next stage of their learning and development.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children typically behave well and develop positive attitudes to learning. They have warm and secure relationships with the childminder and confidently seek her support and interaction. Children respond positively to praise and encouragement and demonstrate good manners during their everyday interactions. They confidently communicate their needs and increasingly manage familiar routines independently.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children show enthusiasm for learning and readily engage in activities. They sustain positive interactions with the childminder and are keen to share what they know. The childminder knows children well, and takes account of their individual needs when supporting their behaviour. For example, when children become frustrated or are reluctant to complete a task, she gives them time and allows them to participate at their own pace. As a result, children feel secure and are supported to manage their emotions.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder establishes clear expectations for behaviour. However, she does not always explain the reasons for these expectations. This limits opportunities for children to develop a deeper understanding of boundaries and make increasingly appropriate choices for themselves. As a result, children do not always understand the reasons for the boundaries and expectations the childminder sets.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder promotes regular attendance. She explains her attendance expectations to parents and follows up promptly when children do not attend as expected.

p.2

Curriculum and teaching Expected standard

Children typically benefit from a curriculum that supports their learning and development. The childminder knows children's interests and uses these to engage them in purposeful

p.2

Needs attention

activities. She promotes communication and language throughout her teaching, introducing and modelling new words during activities, books and everyday interactions. Children are confident communicators who enthusiastically share their ideas.

p.3

Needs attention

The childminder introduces mathematical knowledge through activities and play. Children confidently recognise numbers and shapes and explore concepts such as weight and measure. She provides opportunities to develop small-muscle skills in preparation for early writing. Books and visual resources also help children to develop their knowledge of the wider world.

p.3

Needs attention

However, the childminder sometimes directs children's learning too much. She frequently asks questions that check children's understanding of things they already know and can do, rather than using what she knows about children to extend their learning. As a result, opportunities for children to sustain their own ideas, solve problems independently and deepen their learning are sometimes limited.

p.3

Inclusion Expected standard

Children's individual needs are typically identified and supported effectively. The childminder knows children well and uses observations, assessments and information from parents to understand their starting points and identify what they need to learn next. She shares observations and developmental information with parents so that they can work together to support children's progress.

p.3

Inclusion Expected standard

Children who speak English as an additional language receive appropriate support. For example, the childminder uses children's home-language words as a starting point before modelling and recasting these in English. She shares new vocabulary with parents so that learning can be reinforced at home. This has a positive impact. For example, children who initially communicated predominantly in their home language now confidently expresses their needs and ideas in English.

p.3

Inclusion Expected standard

The childminder understands that she should involve parents and seek external professional support when children's development causes concern. She can describe how she would adapt routines and provision for a child with special educational needs and/or disabilities (SEND). However, her understanding of how to distinguish between children acquiring English and children who may have an underlying communication need, and how to adapt provision for a range of SEND, is less developed. This limits her ability to provide more precisely targeted support should more complex needs arise.

p.3

Children's welfare and wellbeing Needs attention

Children do not consistently benefit from appropriate opportunities to support their physical development and wellbeing. Outdoor play is dependent on favourable weather, and children can spend prolonged periods entirely indoors. For example, children had not played outdoors during the previous week. Opportunities to experience the wider community are also very limited. As a result, children do not routinely benefit from varied outdoor physical activity or first-hand experiences of the natural and wider world.

p.3

Children's welfare and wellbeing Needs attention

Despite these weaknesses, children are supported to become increasingly independent in their everyday routines. The childminder encourages them to manage age-appropriate tasks for themselves and provides help when needed. This supports children to develop confidence in their own abilities and an increasing awareness of how to care for themselves.

p.4

Children's welfare and wellbeing Needs attention

Children benefit from healthy food and appropriate care routines. The childminder works closely with parents and shares information about children's individual needs and routines. This helps to provide consistency between home and the setting and supports children's ongoing wellbeing.

p.4

Leadership and governance Needs attention

The childminder does not evaluate the quality of her provision effectively enough to identify and address areas that need improvement. She has not identified current priorities for development and has undertaken no recent professional development. As a result, weaknesses in practice, including children's limited outdoor experiences, have not been recognised or addressed.

p.4

Leadership and governance Needs attention

The childminder accesses information about changes to early years requirements through local authority communications, online resources and webinars. Her evaluation of the provision focuses largely on whether children are developing and parents are satisfied. However, she does not use professional development sufficiently well to reflect on the quality of her provision or make improvements that positively influence children's experiences. This does not enable her to consistently identify less effective aspects of practice or take timely action to improve them.

p.4

Leadership and governance Needs attention

Despite these weaknesses, the childminder knows the children well and makes decisions with their individual needs in mind. She establishes positive and trusting relationships with parents and communicates regularly with them about children's care, learning and development. Parents value this partnership and recognise the positive contribution the childminder makes to their children's progress, confidence and independence.

p.4

Compulsory Childcare Register requirements

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

p.5

Register

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

p.5

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's experiences do not consistently support their physical development and wellbeing. Their opportunities to be active outdoors and explore beyond the childminder's home are limited. This means that children have fewer first-hand experiences through which to explore, investigate and develop their physical skills.

p.5

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

Despite this, children arrive happily and feel safe and settled in the childminder's home. They have a close relationship with her and are comfortable seeking her attention, reassurance and help. Children know the routines of their day and increasingly manage aspects of these for themselves. They behave well and respond positively to the childminder's expectations.

p.5

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

Children are enthusiastic learners. They are curious, eager to participate and proud to demonstrate what they know and can do. Children make positive progress from their individual starting points and develop the skills they need for their future learning. They communicate confidently and enjoy conversations with the childminder. At times, however, the pace and direction of teaching mean that children have less time to pursue their own ideas and deepen their learning independently.

p.6

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

Children's interests, backgrounds and individual needs are known and valued. They benefit from continuity between home and the childminder's provision because their families are involved in their care and learning. Children therefore experience a nurturing environment in which they feel that they belong and are valued as individuals.

p.6

Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

p.6

Action Completion Date

ensure children have regular opportunities to be physically active outdoors and benefit from a wider range of first-hand experiences that support their physical development and wellbeing 10/11/2026

p.6

Action Completion Date

improve self-evaluation and professional development so that weaknesses in practice are identified and addressed promptly and all mandatory training remains up to date 10/11/2026

p.6

About this inspection

The inspector spoke with the childminder and children and considered feedback from parents 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.

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday,Saturday,Sunday : 07:30 - 18:30

p.7

Facts and figures used on inspection

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

p.7

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.8

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.8

Needs attention

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

p.8

Urgent improvement

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

p.8

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.

p.8

Urgent improvement

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.8

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