Childminder

Childminder

Unique reference number (URN): EY267070 Registered with Ofsted: 24/09/2003 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 experience a warm and familiar environment where they feel secure and confident to engage in play. They take part in activities that reflect their interests and developmental stages. For example, children engage enthusiastically in storytelling and singing activities and join in with familiar words and phrases. Younger children use gestures, single words and emerging language to make their needs known, while older children begin to repeat phrases and recall parts of familiar stories. These experiences support children's developing communication and language skills.

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Achievement Expected standard

Children demonstrate curiosity in their play and engage with a range of everyday learning experiences. For instance, younger children explore resources independently and begin to use early counting skills during play. Through familiar routines and interactions, children develop early social skills and growing confidence in communicating with others.

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Achievement Expected standard

However, during some interactions, children are not always given sufficient time to process questions or consider their responses before further support is provided. As a result, opportunities for children to extend their communication and language skills and express their ideas fully are sometimes reduced. Overall, children make suitable progress from their starting points and develop the skills needed for their future learning.

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Behaviour, attitudes and establishing routines Expected standard

Children are cared for in a calm and familiar environment where expectations for behaviour are clear and consistently reinforced. The childminder provides gentle guidance and explanations to help children understand boundaries and develop appropriate behaviour. For example, she explains expectations during play and follows through consistently when limits are needed, helping children begin to understand rules and routines. Children respond positively to this approach and show that they feel secure in her care.

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Behaviour, attitudes and establishing routines Expected standard

The childminder recognises that young children are still developing their ability to manage emotions and provides reassurance and comfort when needed. Children play alongside one another happily, sharing resources and engaging in familiar activities, such as play dough and small-world play. Daily routines are predictable and help children feel settled and prepared for transitions throughout the day.

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Behaviour, attitudes and establishing routines Expected standard

However, children are not always encouraged to take responsibility within routines, particularly when managing aspects of their own self-care. For example, children are sometimes assisted too quickly with tasks that they could begin to attempt independently. As a result, opportunities for children to develop confidence in managing aspects of their own routines are occasionally reduced.

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Children's welfare and wellbeing Expected standard

Children receive warm and responsive care that supports their individual needs and emotional wellbeing. The childminder knows children well and responds appropriately when they seek reassurance or comfort, helping them to feel safe and secure. Secure attachments are evident. Children approach the childminder confidently for interaction and support. Care routines are carried out respectfully. For example, nappy changing takes place in a private area and the childminder maintains calm interactions with children. This supports their dignity and emotional security.

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Children's welfare and wellbeing Expected standard

Daily routines support children's health and wellbeing. Children are encouraged to take part in routines such as handwashing and mealtimes. Food provided from home is managed safely. Sleep arrangements are secure and children's individual needs are considered. However, opportunities for children to manage aspects of their own health and self-care are not always maximised. For example, children are not consistently encouraged to wipe their own noses or respond independently when coughing. As a result, children have fewer opportunities to develop early self-care skills that support their health and wellbeing.

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Curriculum and teaching Expected standard

The childminder knows children well and has a clear understanding of what she wants them to learn next. She uses observations from daily routines and play to identify next steps and provide experiences that support children's development across the areas of learning. The curriculum places a strong emphasis on communication and language, personal, social and emotional development. Children develop independence through everyday experiences. For example, when sharing the story 'The Gruffalo', the childminder encourages children to join in with repeated phrases and respond to questions about characters and objects within the story. This supports children's vocabulary development and engagement with language.

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Curriculum and teaching Expected standard

The childminder supports children's communication through conversation, repetition and modelling language during play. She adapts her approach for children who need additional support, including the use of assessment tools and familiar routines to support understanding and participation. Children develop physical skills through everyday play and outdoor experiences.

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Curriculum and teaching Expected standard

At times, the childminder provides support too quickly during activities, which means children are not always given enough time to think through ideas or attempt solutions independently. This reduces opportunities for children to develop problem-solving skills and extend their thinking.

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Inclusion Expected standard

The childminder knows children and families well and gathers information about children's routines, interests and development when they start. This helps her to identify children's individual needs and provide appropriate support from the outset. For example, if a child has delayed speech and communication, the childminder uses assessment tools and works with parents to adapt activities and routines so the child can participate confidently. Communication with parents supports continuity between home and the setting, helping children feel secure and included.

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Inclusion Expected standard

Support is adapted so that children can access activities at their own stage of development. The childminder uses familiar routines, repetition and discussion during play to support children's understanding and participation, particularly in developing communication and language. Children are included fully in daily experiences, and resources reflect aspects of diversity within the wider community.

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Inclusion Expected standard

The childminder monitors children's development through ongoing observation and discussion with parents. However, during play and daily routines, some children are not always given sufficient time to make choices or respond independently before support is provided. As a result, opportunities for children to develop confidence in expressing their preferences and sustaining engagement in activities are sometimes reduced.

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Leadership and governance Expected standard

Partnerships with parents are effective. The childminder communicates regularly with families through daily discussions and written information about children's care routines, activities and next steps in learning. Parents share information from home, and this helps the childminder provide continuity in children's care and learning. Parents speak positively about the support their children receive, reflecting the trusting relationships established.

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Leadership and governance Expected standard

The childminder demonstrates an understanding of the strengths of her provision and shows commitment to improving her practice. She keeps her professional knowledge up to date through training, including further safeguarding training and updates to first-aid procedures. The childminder has also undertaken training modules to enhance her knowledge. This supports her understanding of children's safety, development and wellbeing. The childminder reflects on her practice and has identified appropriate areas for development, including allowing children more time to think, make choices and complete tasks independently. However, some aspects of practice, such as allowing children sufficient time to think, make choices and complete tasks independently, are not yet consistently embedded. As a result, opportunities for children to develop independence and problem- solving skills are sometimes reduced.

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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 are settled and content at this setting and engage confidently in familiar routines and activities. They enjoy sharing books and regularly revisit favourite stories, such as 'The Gruffalo' and 'We're Going on a Bear Hunt', joining in with repeated phrases and demonstrating enjoyment in shared reading. The childminder knows children well. She understands their starting points and observes them as they play, using this knowledge to identify next steps in their learning. Children develop independence through everyday experiences, such as learning to use cutlery, take turns and manage some aspects of their personal care, helping them to build confidence in age-appropriate ways. Children develop the skills they need for their next stage of learning.

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

Children develop a sense of belonging through warm relationships and opportunities to play alongside one another. They make choices in their play, for example selecting books or songs and returning to familiar activities that interest them. The childminder values children's interests and adapts experiences to reflect what children enjoy. She works closely with parents and shares daily information about children's routines, including sleep, food and activities, as well as next steps in learning. Parents share information from home, and this helps the childminder to provide continuity for children, particularly where additional support is needed.

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

Children demonstrate that they feel safe and secure in the childminder's care. They seek reassurance and interactions from her naturally and show that they are comfortable within the environment. The childminder maintains appropriate attendance procedures and contacts parents if children do not arrive as expected, helping to ensure children's safety. She recognises that children develop at different rates and supports their individual needs through conversation, play and daily routines. For example, children are supported to

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About this setting

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

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About this setting

Local authority: Manchester develop language through discussion during stories and play, while younger children are encouraged to name colours, objects and body parts during activities.

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Next steps

The childminder should allow children sufficient time to process questions or instructions, think about their responses and reply, helping them to fully understand what is being asked. The childminder should continue to further children's independence skills by encouraging self-care skills, such as wiping their own noses and reminding them to cover their mouths when coughing.

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About this inspection

The inspector spoke with the children and 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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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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