Ainsley, Kelly Elizabeth

Childminder

Unique reference number (URN): 2838814 Registered with Ofsted: 08/08/2025 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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Achievement Expected standard

All children, including those with barriers to learning, typically make good progress from their starting points across all 7 areas of learning. Children concentrate for extended periods where play captures their interest. During a music session, they dance, spin and stretch with joyful enthusiasm, developing their physical skills. They also enjoy making their own music with a variety of instruments. Babies develop their communication and language as they make sounds through tubes.

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Achievement Expected standard

Children build positive relationships with the childminder and each other, learning to be kind, respectful and patient. For example, older children share resources with babies during collaborative play. Children count objects as they build towers. They receive lots of enthusiastic praise, which builds their confidence and independence to explore and get involved in activities. For example, they choose resources for themselves and follow instructions to tidy them away once finished. Visits into the local and wider community help children build confidence in new places. This supports them when moving on to their next educational setting.

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Behaviour, attitudes and establishing routines Expected standard

The childminder teaches children the importance of being kind, caring and respectful. She models this through her own behaviour and interactions. High expectations are held for all children. Children of different ages and stages are typically supported to manage their behaviour with the support of the attentive childminder. She uses techniques such as distraction for younger children and encourages sharing. The childminder addresses any issues in a calm manner when needed, such as reminding children not to climb on furniture.

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Behaviour, attitudes and establishing routines Expected standard

Children form warm, trusting and respectful relationships with the childminder. This means they feel confident to explore. Children typically develop positive attitudes to learning. They are taught resilience. When magnetic tile towers are accidentally knocked down, the childminder reassures children and encourages them to try again. Children play with curiosity and enthusiasm. The childminder encourages children to join in with activities that are planned to be interesting and exciting for them. Collaborative play is encouraged through regular playgroups and links with other childminders. This helps children of different ages and stages build confidence in larger groups and prepares them for future settings, including school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes the importance of attendance and punctuality with parents, and has clear processes in place if she has any concerns about a child's attendance.

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Children's welfare and wellbeing Expected standard

The childminder is passionate about children feeling at home in her setting. She creates a warm, safe and caring environment where children and families feel welcome. Parents comment on how quickly children settle and become comfortable with her, and children are excited to attend each day. The childminder supports children's individual care needs and preferences. For example, she follows preferred routines for settling to sleep. This promotes an inclusive approach to children's wellbeing.

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Children's welfare and wellbeing Expected standard

Children benefit from daily access to the outdoors. The childminder has worked hard to develop her outdoor space. She also places importance on taking the children on regular trips out into the local community. Children are taught to stay healthy and safe, both indoors and out. They learn about road safety when out in the community. Children sit safely at mealtimes and the childminder models good manners. They further develop social skills as they go to the local cafe. The childminder works with parents on providing healthy lunches and offers a variety of healthy snacks. Hygiene routines are typically in place. Children help to tidy up after mealtimes and the childminder makes sure they are clean. However, some routines, such as handwashing, are not always followed. This means that children are not yet consistently able to make their own healthy choices and decisions.

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Curriculum and teaching Expected standard

The childminder builds her curriculum around the needs and interests of the children. She knows what each child is working on and how they learn. For example, planned activities respond to children's schemas, such as posting pom-poms into bottles. The childminder aims to be inclusive of all children. For example, she follows interests and provides a sensory water tray for children with special educational needs and/or disabilities.

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Curriculum and teaching Expected standard

Mathematical concepts are threaded through play. Children talk about the shapes they use for building towers. The childminder extends learning in the moment, supporting children to explore how 2 triangles can make a square. Physical development is supported effectively. For example, babies are provided with space for tummy time and rolling.

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Curriculum and teaching Expected standard

Personal, social and emotional development is at the heart of the curriculum. Children are happy and settled. The childminder models manners, sharing and being respectful towards each other and their environment. The childminder places importance on ensuring all children learn how to be part of the wider world. This includes attending playgroups with children of different ages, stages and backgrounds. Communication and language are supported through lots of singing and constant chatter. Babies copy sounds and simple words modelled by the childminder. Children enjoy regular visits to the local library to share books. These experiences and opportunities contribute to all children typically making progress from their starting points.

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Inclusion Expected standard

The childminder is dedicated to ensuring every child in her care can flourish. She forms open, honest relationships with families so that she can build a full picture of each child. The childminder seeks advice and knowledge from her childminding network. She works well with other professionals, such as health visitors, to seek advice on how best to support children with special educational needs and/or disabilities (SEND). This means that she can typically identify and address children's needs quickly. The childminder has sought out further training to support children with SEND in order to build her confidence and give every child the best possible start. The childminder understands how additional funding can be used to support children's opportunities and experiences. Children who speak English as an additional language are included in thoughtful ways. Home languages are valued and reflected in the setting. For

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Inclusion Expected standard

instance, there are books from other cultures and welcome signs in different languages. During play, children are encouraged to count in other languages as well as English. Children known to children's social care are supported sensitively. The childminder works closely with families to inform her understanding of how to keep all children safe.

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Leadership and governance Expected standard

The childminder has a clear understanding of her own strengths and areas she wants to develop. She prides herself on being caring, welcoming and rigorous in her approach to keeping children safe. She has experience of working in other roles where she has supported families and children in safeguarding and child protection situations. The childminder is committed to making improvements where needed. For example, she recently changed the layout of her provision to better meet the needs of children who may feel overwhelmed in a busy environment.

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Leadership and governance Expected standard

The childminder is mindful of her own wellbeing and workload, seeking advice and support from others when needed. She has formed links with her local authority team and is part of a childminding network. She engages in regular, relevant professional learning. She is currently pursuing further training in supporting children with special educational needs and/or disabilities, recognising this as an area of development for her setting.

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Leadership and governance Expected standard

The childminder engages thoughtfully with parents, and parents are happy with the communication they receive. They appreciate the daily handovers and updates throughout the day. The childminder has effective working relationships with other professionals. She shares information where children attend more than one setting to support continuity of care. Links with children's next educational settings, including school, are not yet fully established. This means children do not always benefit from relevant information being shared to support seamless transitions to their next stage of learning.

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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 beam with joy as they arrive at the setting. They are happy to see the childminder and excited to start their day. Children enjoy their learning and explore the well-maintained resources with enthusiasm. Activities are thoughtfully planned for the ages and stages of the children. For example, babies explore a variety of sensory bottles. Individual needs are understood and adapted for. This means that all children, including those with special educational needs and/or disabilities, looked after children and children with other barriers to learning, make typical progress from their starting points.

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

Children and families feel safe and welcomed into this homely setting. Parents know that their children are safe and cared for. The childminder works with families to promote attendance and punctuality. This prepares them for the next stage of children's educational journey, including school. Children form warm, trusting relationships with the childminder. They are given choices in their play to develop confidence and independence. Older children are patient as younger children want to join in with activities. They are supported by the attentive childminder with their emotional regulation.

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

Children are kept safe and able to flourish, whatever their background or individual needs. Children behave well and display positive attitudes to learning. They approach new and familiar activities with curiosity and show enthusiasm to join in. Children benefit from daily access to the outdoors. They take many trips out into the community, including to the park, library, cafe and train trips to the museum. Children's uniqueness is valued and celebrated.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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About this setting

Local authority: Stockport For example, they are introduced to books and resources reflecting their own and different cultures. This inclusive approach supports all children to be able to flourish.

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Next steps

The childminder should consistently promote welfare routines at all times, such as handwashing, so that children can begin to make their own healthy choices and decisions around hygiene. The childminder should build on links with children's next educational settings, including school, so that relevant information can be shared and children experience seamless transitions to their next stage of learning.

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About this inspection

The inspector spoke with the childminder, parents 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.

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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. 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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