Childminder in SalfordOfsted report card, 2 Sept 2026

Childminder

Unique reference number (URN): 307226 Registered with Ofsted: 14/07/1995 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 Needs attention

Children are making some progress, particularly in their communication and language development. As they play, children talk about what they are doing and socialise with each other as a group. However, children, including those with special educational needs and/or disabilities, are not always supported through high-quality interactions. When interactions are not consistently high quality, children have fewer opportunities to engage in learning to support their development. This does not support children to achieve their full potential.

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Achievement Needs attention

Children demonstrate that they are growing in their confidence and independence skills. They seek out the childminder to help with their care needs and are forming positive relationships with both her and the other children. Children are able to independently feed themselves and show confidence using different tools. For example, older children skilfully use mark-marking tools to make marks in dough, and they use scissors carefully to cut through materials. However, due to activities not being targeted to meet children's individual needs, this impacts on children building upon what they already know and can do at a good pace.

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Curriculum and teaching Needs attention

The implementation of the curriculum is not fully effective to support the needs of the children, including children with special educational needs and/or disabilities (SEND). The childminder does not always ensure that interactions keep children fully engaged in the experiences she provides. For example, there are periods of the day where interactions are limited, which leaves children playing independently for long periods of time. This results in children losing focus and becoming bored.

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Curriculum and teaching Needs attention

The childminder gathers information from parents when they first attend the setting about their starting points, and regular assessments help the childminder plan for the children's next steps in their learning and development. However, the implementation of activities does not always consider these next steps. Although the childminder has an understanding of how an activity will support children in particular areas of learning, her teaching of these areas of learning does not consistently help build upon what children already know and can do. For example, when children excitedly tell the childminder they have made a shape, the childminder does not engage with the children to extend this learning further. This does not support children to consistently make progress. Additionally, the childminder does not gather enough detail about children with SEND to be able to fully meet their needs. This hinders

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Curriculum and teaching Needs attention

her being able to provide a fully inclusive curriculum for all children.

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Curriculum and teaching Needs attention

The childminder demonstrates an appropriate understanding of supporting children's communication and language. During activities, she introduces new vocabulary. For example, as children mould dough, she talks to them about the differences between heavy and light. Children dance around with the childminder, using scarves to create different movements. This develops children's ability to be imaginative and learn about different ways they can use and move their bodies.

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Behaviour, attitudes and establishing routines Urgent improvement

The childminder does not implement a consistent approach to help children to understand the expectations for behaviour and routines across the setting. Strategies that are put in place do not meet the age and stage of the children and do not support them to be able to learn how to regulate their own emotions. Although the childminder sets out some expectations for children, such as being kind to each other, she is not consistent in implementing these. For example, when children say unkind things, the childminder does not talk to the children to help them to understand why it is not kind. As a result, children struggle to manage their emotions, and, at times, display unwanted behaviours. The childminder does not have any routines in place for children to follow. For example, children do not have clear times when they sit down for mealtimes. This does not support children's understanding of what is happening now and what will happen next. This lack of consistency

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Behaviour, attitudes and establishing routines Urgent improvement

Children demonstrate poor attitudes to learning. The childminder's interactions with the children are not of a consistent high quality. Furthermore, they are not pitched at a level that helps and extends children's, including children with special educational needs and/or disabilities, learning. This impacts children's behaviour negatively as they regularly become bored and disengaged in their learning.

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Behaviour, attitudes and establishing routines Urgent improvement

The childminder has clear procedures in place to support and monitor attendance. She ensure that parents know that they need to inform her when children may not be attending and the reason why. This helps her review patterns in attendance and raise concerns if necessary with the appropriate agencies.

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Children's welfare and wellbeing Urgent improvement

The childminder has failed to ensure that her procedures for gathering information from parents in relation to safer eating practices is robust enough to ensure children remain safe when eating. For example, when children start at the setting, although the childminder gathers information on dietary requirements and health conditions, she does not seek enough detailed information from parents for her to be able to sufficiently risk assess that the food and the environment meets children's individual needs. This poses a risk to children's safety.

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Children's welfare and wellbeing Urgent improvement

The childminder's daily routines do not promote good health of children. During the day, children do not always have access to drinking water. Children's cups are placed on a high surface in the kitchen that children are not allowed to access independently. Therefore, they rely on the childminder to provide opportunities for them to drink water throughout the day.

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Children's welfare and wellbeing Urgent improvement

Children settle well at the setting. The childminder provides a warm and caring environment for children. Children regularly seek her out for cuddles and reassurance. Those children who are new to the setting are well supported with consistent reassurance from the childminder. As a result, children demonstrate a sense of belonging.

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Inclusion Urgent improvement

The childminder does not have effective arrangements in place to gather detailed information about children's individual needs. This means the childminder does not effectively support children's care needs and their learning and development. Furthermore, when outside agencies are involved with children, the childminder does not seek information about how these services are supporting children and what she can do to further support them. This does not support children's individual needs and impacts the progress they make.

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Inclusion Urgent improvement

Although the childminder identifies children's needs and plans next steps to support children's development, she does not put this knowledge into practice sufficiently to help children make the best possible progress. For example, although she is aware children need support with being able to manage their own behaviour, she has not put effective strategies in place to help them learn the skills to be able to do this. This impacts on children's social and emotional development.

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Leadership and governance Urgent improvement

The childminder does not have consistent procedures in place to effectively gather information from parents to meet each child's individual needs. For example, although she engages with parents through both written and verbal communication, she does not ensure that she gathers pertinent information about children with special educational needs and/or disabilities and those who face other barriers to learning. Furthermore, she does not explore what other agencies have put in place and how they are involved with children or how she could work in partnership with them. This compromises children's development and safety, particularly in relation to risk assessments for safer eating.

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Leadership and governance Urgent improvement

Although the childminder is able to identify some areas of development in her setting, she does not target her professional development effectively to ensure she can meet the individual needs of all children in her care. She lacks the knowledge and skills required to support children who struggle to regulate their emotions, limiting her ability to respond to their needs appropriately. This impacts on children being able to express themselves in an appropriate manner.

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Leadership and governance Urgent improvement

The childminder helps children to experience the local community. She takes children out on a variety of trips to local parks and farms. This helps develop children's social skills and a sense of their local community.

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Compulsory Childcare Register requirements

This setting has not 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 not 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

There are weaknesses in practice that compromise the safe management of children's individual needs, particularly for children with special educational needs and/or disabilities. The childminder does not ensure that she gathers detailed information about children to be able to fully support them. Children do not always have access to fresh drinking water throughout the day. This has a negative impact on children's welfare and wellbeing.

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

Children are not effectively supported to learn how to behave well. The childminder does not establish clear expectations for children's behaviour. She fails to acknowledge children's behaviour when they are unkind to each other. Furthermore, she does not support children to learn about right and wrong and understand others' feelings. As a result, children struggle to be able to manage their own feelings and emotions, which impacts on their daily experiences.

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

Children are making some progress in their development. They develop social skills, and form relationships with their peers. For example, children use their imaginative skills as they pretend to make ice creams for each other, they laugh and giggle together as they play. Children develop confidence and are able to express their wants and needs to the childminder. For example, children openly ask the childminder for different activities. However, at times, the childminder does not ensure that activities and experiences fully support children to make the best possible progress. For example, children are left to play with little interaction from the childminder for long periods of time. Children then become bored, restless and disengage from activities. This impacts their attitudes to their learning and limits the progress children make.

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

Children, including new starters, show how they feel settled in the childminder's homely environment. They seek comfort and reassurance from the childminder as needed. For example, children enjoy cuddles and warm responses from the childminder. This supports children to feel valued and secure. The childminder provides a welcoming environment for all children, which helps such a sense of belonging. Children attend the setting regularly, and the childminder has clear procedures in place to ensure this. This helps develop continuity for children.

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Next steps

The provider is not meeting the requirements of the Early years foundation stage and Childcare Register and Ofsted intends to take enforcement action.

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Next steps

We will issue a Welfare Requirements Notice requiring the provider to have taken the following actions by the assigned date:

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Action Completion Date

ensure detailed information is gathered about each individual child before they start, especially regarding their dietary and medical needs 30/09/2026

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Action Completion Date

ensure children have access to drinking water at all times 30/09/2026

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Action Completion Date

ensure effective arrangements are in place to support children with special educational needs and/or disabilities, including working in partnership with other professionals and embedding strategies to ensure children's needs are consistently met, and their development is well supported 30/09/2026

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Action Completion Date

ensure you are consistent in your approach to supporting children's behaviour, so that children understand expectations and recognise the impact of their behaviour on others 30/09/2026

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Action Completion Date

strengthen your knowledge and understanding of how children learn, and improve your teaching skills, to meet the needs of individual children, including supporting them to manage their behaviour and feelings 30/09/2026

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Action Completion Date

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

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Action Completion Date

ensure interactions and experiences build upon what children already know and can do, to support them to consistently make progress 14/12/2026

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About this inspection

The inspector spoke with the childminder and 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 inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this. Registration date: 14/07/1995

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30,Friday : 07:30 - 16:30

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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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