Holroyd, Amy Olivia

Childminder

Unique reference number (URN): 2885655 Registered with Ofsted: 30/04/2026 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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Children's welfare and wellbeing Strong standard

The childminder places a high priority on children's welfare and wellbeing. She ensures that children are happy and confident so that they are able to learn and thrive. The childminder has a very close but professional relationship with parents and carers. She finds out a wealth of information about children's individual needs and works with parents consistently well to develop a shared approach to children's learning and development. This includes ways that she can help children to develop their confidence. She also develops consistent approaches to supporting children's communication and language. This helps them to express their feelings and emotions more effectively.

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Children's welfare and wellbeing Strong standard

The childminder helps children to develop healthy lifestyles. She ensures they enjoy plenty of fresh air and exercise as they play in the garden or go for walks in the local area. Children enjoy a range of healthy meals and snacks. Mealtimes are sociable and children sit together, and older children talk about what they have been doing. From a young age, children learn the importance of good manners.

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Children's welfare and wellbeing Strong standard

The childminder ensures that she provides clear routines, particularly for younger children. For example, children sleep soundly after their lunch. The childminder supervises them consistently well as they eat and sleep.

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Inclusion Strong standard

The childminder is very knowledgeable about how she can support children with special educational needs and/or disabilities, or those who face barriers to their learning. She works incredibly well with parents and carers to identify and understand children's needs so she can provide effective support for them. For example, they share strategies to support children's behaviour. This helps to ensure that children receive consistent messages between home and the childminder. She makes adaptations to help children understand what will happen next. For example, she uses objects, such as nappies, to help children prepare for what will happen next.

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Inclusion Strong standard

The childminder works with parents when children first start to gather precise information about children's individual needs. This, alongside her own assessments, helps her to identify manageable targets for children. She plans clear strategies to help children progress through the curriculum. For instance, she plans targeted work to help children to manage their emotions. This helps them to make rapid progress and catch up with their peers.

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Inclusion Strong standard

The childminder works closely with a range of professionals, such as health visitors, to ensure children get the support they need. She uses funding to support children who are disadvantaged and works with professionals from social care, where necessary.

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Achievement Expected standard

Children generally progress well in all areas of the curriculum. Children who face barriers to their learning and/or wellbeing make superb progress. They develop control over their feelings and emotions. They typically concentrate well and persevere as they develop new skills. All children develop a range of skills that support them in the next stage of their learning.

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Achievement Expected standard

Children develop a love of books. They are keen to select their favourite books and sit on the childminder's knee. Younger children enjoy the story 'We're Going on a Bear Hunt'. They join in with repeated refrains, such as 'over it' and 'under it'. They also enjoy listening to and joining in with songs and rhymes. This supports the development of their communication and language.

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Achievement Expected standard

Children thrive on the praise they receive and this encourages them to keep on trying, even when things are difficult.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has clear rules and routines that children follow. For instance, after singing and a story, they know they need to wash their hands before lunch. Children illustrate this as they line up at the door, ready to go to the bathroom. Children who face barriers to their learning receive support to remind them of the expectations. For instance, they receive targeted guidance as they tidy up.

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Behaviour, attitudes and establishing routines Expected standard

Children typically behave well, given their age and stage of development. The childminder talks to children about sharing resources. For example, as children play with dinosaurs, she reminds them to share their resources. She typically teaches children that other children need to have a turn too. However, this is not yet consistently embedded. On occasions, the strategies she uses are not always effective. For example, sometimes the childminder does not remind children to take turns or help them to understand how other children feel. This means that children do not consistently receive clear messages about the importance of taking turns with resources.

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive relationships with the childminder. Younger children sit with her as they develop their small muscle skills. They confidently seek her out for support as they post discs or shriek in delight at their achievements. This helps them to develop positive attitudes to their learning. The childminder works with parents to understand any barriers to attendance and adapt sessions accordingly.

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Curriculum and teaching Expected standard

The childminder's curriculum is well thought out. She has thought about the order in which children need to develop their skills and knowledge. Her teaching is precisely focused on what children need to learn next. For example, she plans opportunities for younger children to develop their small muscle skills as they grasp discs to post on a rod. They persevere, and over time they realise that holding the rod makes it easier to post the discs. She uses single words when talking to babies.

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Curriculum and teaching Expected standard

The childminder plans for children's interests and fascinations. For instance, she puts out resources to support children's interests in posting toys and resources inside. Children focus intently on these activities. However, the childminder does not consistently plan for these interests outside. This occasionally impacts on children's concentration.

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Curriculum and teaching Expected standard

The childminder places a high priority on children's physical development. She provides opportunities for children to climb. The childminder supports them carefully as they learn to climb the steps up to a small slide. She encourages children to explore and develop an understanding of risks. For example, she gives them time to work out how to navigate the steps but stays on hand to prevent accidents. In this way, toddlers learn how to use their knees to climb up and then put their feet underneath to slide down.

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Leadership and governance Expected standard

The childminder generally has an accurate overview of areas for development as well as her strengths. The childminder is well qualified and typically uses her knowledge and skills effectively to plan precise areas for development. For example, she has undertaken training and research on supporting the precise needs of children under the age of 2. This has had a positive impact, particularly in the indoor environment where she provides a range of flexible resources.

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Leadership and governance Expected standard

The childminder uses a range of methods to communicate with parents and carers. She prides herself on the relationships she has developed with them. This helps her to meet children's individual needs effectively. The childminder has developed effective methods to gather a range of important information from parents when children first start. This enables her to identify where additional support may be needed. She also uses this information to begin to communicate with any professionals who may be involved in children's care and learning.

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Leadership and governance Expected standard

The childminder talks to parents on an ongoing basis. They work together effectively to develop a shared approach to supporting children's care and learning. For instance, they share strategies to develop children's independence and confidence. Parents receive detailed information about where their children are in their learning and how they can support them further.

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Leadership and governance Expected standard

The childminder prioritises her workload. She works effectively with her co-childminder to share responsibilities. They plan in time to complete any necessary work or research during working hours, when ratios allow.

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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 settle quickly in the home of this caring childminder. They enjoy attending and arrive happily, eager to start their day. For instance, children quickly engage themselves with ramps and vehicles, exploring how the gradient of the ramps alters the speed of the vehicles. Younger children play alongside each other. With support, they generally learn to take turns sending vehicles down the ramp.

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

Children enjoy a balanced and meaningful curriculum which is based on what they need to learn next. For example, children enjoy a wealth of opportunities to develop their physical

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About this setting

Unique reference number (URN): 2885655 skills. They have opportunities to run and climb. Younger children develop their small- muscle skills as they post discs into slots or place coloured discs onto a spinning tower. Children develop a range of skills that prepare them for the next stage in their learning. They listen to stories and develop their communication skills as they talk about the illustrations. Toddlers quickly begin to join 2 words together and show off their developing vocabulary. This supports their positive progress.

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About this setting

Children develop effective relationships with the childminder. They sit with her as they try to do things themselves. They beam with delight at the praise they receive. Typically, children behave well. They wait patiently to wash their hands and tidy up when asked. Children develop their independence as they take increasing responsibility for their personal care needs. Older children are proud when they use the toilet. Toddlers learn to feed themselves with increasing control. They learn to drink from cups.

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About this setting

Children learn how to keep themselves safe. For instance, they hold the childminder's hand when they step out into the garden. Children carefully navigate the step from the decking to the grass. This is evident as they walk across the decking, down the step and then eagerly run to the wheeled vehicles or slide.

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Next steps

The childminder should consistently teach older children how their actions can impact on other children's feelings and emotions. The childminder should plan for all children's interests when planning the outdoor environment to support their engagement and concentration.

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About this inspection

The inspector spoke with the childminder and children 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 Type: Childminder

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About this inspection

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

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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

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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