Childminder

Childminder

Unique reference number (URN): EY311454 Registered with Ofsted: 23/06/2005 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 Strong standard

Children achieve extremely well across the curriculum, particularly in communication and language. They listen attentively, use language confidently to explain their thinking and engage in meaningful conversations. Children apply early mathematical understanding as they count, compare and reason during play and daily routines. For example, children talk enthusiastically about large numbers, represent quantities using their fingers and explain what they know about numbers beyond those typically encountered in daily routines. They show an emerging understanding that time can be measured, using language such as 'minutes' and counting down to events.

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Achievement Strong standard

Children who previously found it harder to sustain attention now remain focused for longer periods, particularly during self-chosen activities. They persist with tasks, revisit ideas and explain what they are doing, demonstrating increased concentration and confidence. This shows how children overcome barriers, such as those linked to attention and self-regulation, developing the stamina and engagement needed to support their ongoing learning. Children are very well prepared for their next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

Children experience a calm and predictable environment where behaviour expectations are clear and consistently understood. They respond positively to routines and move smoothly through the day, demonstrating confidence in what is expected of them. During tidy-up times, children work together diligently, checking under cushions and around resources to ensure that nothing is missed. They encourage one another to join in, showing responsibility and respect for shared spaces.

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Behaviour, attitudes and establishing routines Strong standard

The childminder forms close, trusting relationships with children, which underpin their positive behaviour and attitudes. Children feel secure and confident to express themselves, seek comfort when needed, and engage fully in daily routines. This deep emotional connection supports children to manage their feelings and behave appropriately, even when tasks or transitions are challenging.

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Behaviour, attitudes and establishing routines Strong standard

The childminder accurately considers children's age, stage of development, individual needs and circumstances when supporting behaviour. For example, children transition smoothly from high-energy outdoor play to indoor routines. They lie down calmly on the carpet to watch bubbles, settling their bodies and regulating their emotions. Younger children manage this with reassurance, while older children demonstrate independence and sustained self- control.

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Behaviour, attitudes and establishing routines Strong standard

The childminder actively promotes attendance and continuity of learning. In response to changes in families' care arrangements and attendance patterns, she expanded the use of home learning packs so that children continue to engage in learning on days they cannot attend.

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Children's welfare and wellbeing Strong standard

Children experience care that is attentive, responsive and precisely matched to their individual needs. The childminder has a meticulous knowledge of the children and thoughtfully adapts routines to reflect their age, stage of development and circumstances. Children who face barriers to learning or wellbeing receive additional reassurance and consistency so that they remain settled and able to engage comfortably throughout the day. The childminder ensures that secure and responsive relationships are very firmly established. Babies and younger children settle extremely calmly during care routines, while older children demonstrate high levels of confidence and emotional security.

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Children's welfare and wellbeing Strong standard

Children develop a growing understanding of their physical development, health and personal safety. The childminder plans the daily experiences specifically, so children can practise regular hygiene routines, including handwashing and toothbrushing, and understand expectations around safe play. Children eat well-balanced meals and snacks, and food preparation reflects very careful consideration of safety and individual dietary needs.

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Children's welfare and wellbeing Strong standard

Children learn to recognise, express and manage their emotions. The childminder skilfully supports them to talk about feelings and provides calm strategies to help them regulate. Sleeping and rest routines are flexible and responsive. For example, children settle safely during rest periods, with the childminder completing checks regularly, ensuring their comfort and wellbeing are consistently promoted to a high level.

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Curriculum and teaching Strong standard

The childminder demonstrates a meticulous understanding of the curriculum and how skilful teaching supports children's progress. She plans a well-sequenced curriculum that meets all areas of learning and reflects children's interests, developmental stages and next steps. Her decisions about teaching are informed by ongoing assessment, a strong knowledge of each child and collaboration with her co-childminder and the parents.

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Curriculum and teaching Strong standard

The childminder's teaching is purposeful and language rich. For example, during book sharing, the childminder brings stories to life through the thoughtful use of objects, lights and sensory resources. Children at different stages engage meaningfully with the valuable learning experiences. Younger children explore through sensory experiences, while older children use precise vocabulary and confidently explain concepts such as nocturnal animals and features of the local community. The childminder weaves mathematical language naturally into activities, supporting children to count, compare and reason as they play.

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Curriculum and teaching Strong standard

The childminder places an intentional priority to children's personal, social, emotional and physical development. She uses assessment effectively to check what children know and can do, adapting teaching to meet the needs of those children who face other barriers to learning or wellbeing. The childminder's skilful teaching has enabled children with special educational needs and/or disabilities to participate fully in learning and make progress at their own pace.

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Inclusion Strong standard

The childminder takes purposeful action to reduce barriers to learning and wellbeing. For example, she recognises that some children will benefit from broader social opportunities and, therefore, attends additional community groups for older children. These support children who may have fewer peer interactions, including those without siblings, to build friendships, confidence and social skills in different contexts. These adjustments help children to feel included and supported across a range of experiences.

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Inclusion Strong standard

The childminder demonstrates a secure understanding of how to continually assess, plan for and review the support she offers children. She promotes an inclusive culture where children feel understood, supported and valued. She identifies children's individual needs accurately through detailed observation, assessment and meticulous knowledge of each child's circumstances. This enables her to respond promptly to emerging needs and plan precise support.

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Inclusion Strong standard

The childminder monitors children's progress thoroughly with her co-childminder and parents. She identifies the need to review children's progress, and support is reviewed regularly to assess the effectiveness of the planning for learning across the seven areas. The childminder adjusts strategies as needed and works meaningfully with parents to ensure a shared understanding of children's needs and next steps.

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Inclusion Strong standard

The childminder engages in relevant training to strengthen inclusive practice. She works with families and external professionals when appropriate to shape children's support and experiences.

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Leadership and governance Strong standard

The childminder's leadership and governance are consistently reflective and clearly focused on delivering high-quality experiences for children. The childminder works diligently with her co-childminder to maintain a shared vision for care and learning. Together, they review practice and make informed decisions that respond to changes in children's attendance patterns and family circumstances. For example, adjustments to operating hours have been made to meet families' needs while ensuring that workload remains manageable and sustainable for themselves.

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Leadership and governance Strong standard

The childminder demonstrates a secure understanding of the setting's strengths and priorities for improvement. She evaluates the provision critically and has led enhancements to the learning environment, including the outdoor area, to ensure that children have access to varied and challenging experiences. She has also engaged in research and professional learning around the use of light to support children's exploration and engagement. This learning has informed thoughtful changes to resources and routines, enabling children to explore light, shadow and reflection safely and purposefully. Professional development is purposeful and has clear impact. The childminder uses it to help reduce barriers to children's learning and extend safeguarding knowledge and curriculum delivery. The childminder uses this learning to refine practice and has shared effective approaches with the local authority, contributing examples that have been recognised and used to support quality improvement

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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 experience a deeply nurturing and reassuring environment where they feel emotionally secure and genuinely valued. The childminder welcomes them warmly and provides clear, familiar routines that help children to arrive confidently, settle quickly and move calmly through the day. Even the youngest children anticipate what comes next. Toddlers confidently take responsibility for small routines, such as knowing where to place their shoes or moving independently to familiar areas, showing that expectations are well understood.

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

Children show deep enjoyment in their learning and remain highly engaged for sustained periods. They become absorbed in activities that reflect their interests and curiosity. For example, children explore ice and water outdoors with enthusiasm, carefully observing changes and asking thoughtful questions. They reason about what they notice, explaining that the ice is not melting because the water is too cold, and remain focused as they test their ideas and talk about what is happening. Children achieve extremely well from their starting points and demonstrate growing mastery of age-appropriate knowledge and skills.

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

The childminder supports children to develop independence in everyday routines, and she skilfully enables them to overcome any barriers to learning. This includes managing toileting, washing hands and tidying resources. Children take pride in their achievements and confidently contribute to group routines and responsibilities.

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

Children experience a strong sense of belonging and inclusion. They learn alongside their peers and feel confident that they are valued members of the group. For example, children take part in a Christmas nativity where each child has a developmentally appropriate role. Younger children participate in simple, meaningful ways, such as holding props or representing key parts of the story, while older children take on short speaking roles. Children work together towards a shared outcome, listen to one another and show pride in their collective achievement.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care and those who may face other barriers to their learning and/or wellbeing.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 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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About this inspection

The inspector spoke with the childminder 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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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