Childminder in RochdaleOfsted report card, 6 Oct 2026

Childminder

Unique reference number (URN): 2789187 Registered with Ofsted: 22/07/2024 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 generally make progress in their learning and development from their individual starting points. They develop communication, independence and social skills that prepare them for the next stage of learning, including for school. Children typically demonstrate growing confidence when communicating with others. They express their needs, share ideas and increasingly use language to engage in conversations. This reflects their developing vocabulary and ability to communicate effectively.

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Achievement Expected standard

Children demonstrate increasing independence in everyday routines. For example, they recognise their names, manage handwashing routines and use utensils when preparing food. These developing skills support their coordination, confidence and readiness for future learning. Children who face additional barriers to learning generally make positive progress from their starting points. For example, improvements in physical development demonstrate how additional support helps children build confidence and develop new skills. This progress supports children's continued learning and prepares them for the next stage of development.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established clear behaviour expectations and familiar routines that help children feel secure and understand what is expected. Children generally respond positively to the childminder's guidance and move confidently between activities. For example, they help tidy resources and settle readily for group activities and mealtimes. This demonstrates their understanding of everyday expectations. The childminder promotes regular attendance by communicating with families and following up on unexplained absences, supporting continuity in care and learning.

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Behaviour, attitudes and establishing routines Expected standard

Warm, caring relationships contribute to a calm, welcoming environment. The childminder typically models kindness, offers reassurance and encourages positive interactions. As a result, children develop secure relationships and show consideration for others. For example, they invite friends to join activities, and offer comfort when needed. The childminder recognises children's different ages, stages of development and individual circumstances when supporting behaviour. For example, stories and puppets help children recognise emotions and understand how others may feel. This supports positive relationships and the development of emotional awareness.

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Behaviour, attitudes and establishing routines Expected standard

Although the childminder generally promotes positive behaviour, guidance is not always applied consistently to help children understand expectations and how their actions affect others. Consequently, opportunities to strengthen children's understanding of positive behaviour and relationships are sometimes missed.

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Children's welfare and wellbeing Expected standard

The childminder generally provides warm, nurturing care that helps children feel safe and secure. The childminder recognises children's emotional needs and works closely with families to provide consistent support. For example, children who find separation from parents difficult are sensitively supported through reassurance and adapted settling routines. This helps children develop confidence, positive attachments and emotional security.

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Children's welfare and wellbeing Expected standard

The childminder typically promotes children's understanding of health and wellbeing through everyday routines. For example, children wash their hands independently before meals and are encouraged to understand the importance of keeping clean. This supports their independence and awareness of healthy habits. Care routines generally reflect children's individual needs. The childminder offers reassurance, encourages independence during personal care and supports positive mealtime experiences. The childminder demonstrates appropriate knowledge of safer sleeping practices, helping to promote children's safety and wellbeing.

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Children's welfare and wellbeing Expected standard

However, hygiene practices are not always consistently maintained. For example, the childminder does not routinely remind children to cover their mouths when coughing, and handwashing practices are not always sufficiently thorough. This increases the risk of germs spreading and limits opportunities for children to develop consistent hygiene habits. Strengthening these routines would help children develop healthier habits.

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Curriculum and teaching Expected standard

The childminder provides a curriculum that generally reflects children's interests, individual needs and stages of development. Communication, language and independence are prioritised, helping children develop essential skills for future learning. Observations and assessments inform planning, including additional support for speech and language development.

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Curriculum and teaching Expected standard

The childminder typically supports learning through positive interactions and purposeful conversations. For example, during story time, children are encouraged to recall familiar events, identify animals and name different fruits. This develops children's vocabulary, confidence and communication skills. Early mathematical knowledge is introduced through everyday experiences. For example, the childminder encourages children to count conkers during autumn activities, helping them develop number awareness and connect mathematical language with practical experiences.

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Curriculum and teaching Expected standard

The childminder promotes learning through imaginative play. For example, children practise brushing dolls' teeth and discuss visits to the dentist. These experiences develop children's understanding of healthy routines while extending their communication skills. The childminder encourages independence and perseverance. For example, children are supported to solve problems without adults taking over, developing their confidence and resilience.

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Curriculum and teaching Expected standard

Although the childminder generally supports children's learning effectively, planned activities are not always adapted to reflect different ages and stages of development. For example, during an adult-led activity, the childminder does not consistently recognise when engagement is limited or adapt teaching to sustain interest. As a result, opportunities to extend learning and build on children's interests are sometimes missed.

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Inclusion Expected standard

The childminder understands the importance of identifying children's individual needs early and providing timely support. She uses observations, assessments and speech and language screening to identify potential developmental gaps. Information is shared with parents, and additional support is generally provided when concerns arise. The childminder knows when to seek advice from external professionals, including local authority inclusion services.

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Inclusion Expected standard

The childminder promotes an inclusive environment where differences are recognised and valued. For example, assistants use books, dolls and resources that reflect different families and disabilities. Everyday conversations help children develop respect for others and understand differences.

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Inclusion Expected standard

The childminder considers financial barriers when planning experiences. For example, she funds educational visits linked to children's interests, including opportunities to explore wildlife. This ensures that all children benefit from experiences that broaden their knowledge and understanding, regardless of family circumstances. She also uses additional funding to provide targeted support for children with special educational needs and/or disabilities, helping to reduce barriers to learning and support their development.

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Inclusion Expected standard

Partnerships with parents typically support children's individual needs. For example, the childminder has worked closely with families to identify concerns about physical development, monitor progress and agree appropriate support. This collaborative approach has helped children make progress in their development and ensures that emerging needs are recognised and addressed.

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Leadership and governance Expected standard

The childminder demonstrates a generally sound understanding of the setting's strengths and areas for improvement. She establishes clear expectations for assistants and promotes a positive working environment. Decisions typically reflect children's individual needs, helping to ensure that appropriate support is available and barriers to learning are addressed.

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Leadership and governance Expected standard

The childminder promotes a positive safeguarding culture through monthly discussions and regular procedure reviews. Assistants demonstrate an understanding of their safeguarding responsibilities, including recognising and reporting concerns. This helps maintain a shared understanding of how to protect children's safety and wellbeing. Positive partnerships with parents are valued, and parents appreciate the care and support provided. Regular communication helps ensure that families feel heard and that children's individual needs are understood and responded to effectively.

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Leadership and governance Expected standard

The childminder is generally reflective and recognises where improvements are needed. For example, she acknowledges that opportunities to extend learning during independent play are sometimes missed. This demonstrates an awareness of how teaching could be strengthened to improve children's learning experiences. Assistants benefit from regular discussions, training and opportunities to develop their knowledge. For example, professional development in speech and language helps assistants recognise emerging communication difficulties and provide appropriate support. This strengthens their understanding of children's development and helps ensure that additional needs are identified early.

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Leadership and governance Expected standard

However, oversight of everyday practice is not always sufficiently effective. For example, inconsistencies in hygiene routines demonstrate that established expectations are not consistently maintained. More effective monitoring would help ensure that assistants consistently apply agreed procedures and promote children's health and wellbeing.

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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 enjoy warm, caring relationships with the childminder and feel safe, secure and valued. They confidently seek reassurance, share their interests and express their needs. The childminder creates a welcoming environment where children feel comfortable exploring and making choices. Children develop increasing independence throughout familiar daily routines. For example, they find their names at mealtimes, wash their hands and help tidy away resources. The childminder encourages children to try things for themselves before offering support. This helps children develop confidence, resilience and important problem- solving skills.

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

Children enthusiastically explore experiences that reflect their interests and everyday lives. For example, during imaginative play, they care for dolls, prepare pretend meals and take their babies for walks. These experiences encourage children to use their imagination, communicate their ideas and develop an understanding of familiar routines. Children independently choose books and seek out the childminder to share familiar stories. They enjoy joining in with songs, recognising animals and imitating their sounds. The childminder responds positively to children's achievements, helping them feel proud of what they can do and encouraging them to continue learning.

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

Children develop their communication and language skills through meaningful interactions, stories and songs. For example, they confidently identify animals, imitate sounds and recall familiar parts of stories. The childminder encourages children to participate and express their ideas, helping them build vocabulary, develop listening skills and become increasingly confident communicators.

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

Children develop positive friendships and learn to show kindness and consideration towards others. For example, they invite friends to join their play, share resources and respond positively to gentle reminders about taking turns. These everyday interactions help children develop social skills and understand how to build positive relationships. Children enjoy opportunities to be physically active outdoors. For example, they enthusiastically run and race alongside familiar adults, building coordination, confidence and physical skills.

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

Children with additional needs are supported sensitively. The childminder works closely with families to understand children's individual needs and provide appropriate support. This helps children feel included, develop confidence and participate in everyday experiences alongside their friends. Overall, children are happy, settled and increasingly independent. They develop secure relationships, positive attitudes towards learning and important communication, social and physical skills that help prepare them for their next stage of learning.

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Next steps

The childminder should strengthen the consistency of hygiene practices across daily routines to ensure children's health and wellbeing are effectively promoted. The childminder should consistently adapt teaching to children's different ages and stages of development, so that opportunities to engage children and extend their learning are

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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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Children numbers

maximised. The childminder should ensure that approaches to supporting children's behaviour are applied consistently and adapted to their individual needs, helping children understand expectations and build positive relationships with others.

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About this inspection

The inspector spoke with the childminder, assistants, children 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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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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