Childminder

Childminder

Unique reference number (URN): EY479305 Registered with Ofsted: 01/07/2014 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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Inclusion Strong standard

The childminder demonstrates an exceptional understanding of how to support every child in her setting. All children, including those children with special educational needs and/or disabilities and those known or previously known to social services, achieve well. The childminder carries out precise and purposeful observations. She carefully tracks children's development and progress to swiftly identify any emerging gaps or additional support needed and puts timely and effective interventions into place.

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Inclusion Strong standard

The childminder uses funding thoughtfully and strategically to meet children's individual learning needs and to enhance the quality of their experiences. She invests in targeted training and carefully selected resources to deepen her knowledge and further support children's specific interests and developmental needs. This proactive approach significantly enriches the learning environment and promotes consistently high outcomes for all children.

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Inclusion Strong standard

The childminder has established trusting partnerships with parents and carers. She gathers comprehensive and detailed information when children first start. This enables the childminder to thoroughly understand children's individual needs, routines and any additional support that may be required. This thorough approach ensures that children settle quickly and feel secure. The childminder actively seeks relevant training and works closely with other professionals and other settings children attend to provide well-coordinated support and broaden children's experiences. She shares information effectively to promote continuity of learning and care. As a result, potential barriers to children's learning and development are swiftly identified and successfully mitigated.

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Achievement Expected standard

All children, including children with special educational needs and/or disabilities and those who are known or previously known to social care services, make effective progress in their learning and development from their individual starting points. Children expand their knowledge, develop key skills and strengthen their understanding over time. They generally achieve their developmental milestones and gain the confidence and secure foundations they need for future learning. However, children sometimes lack opportunities to deepen their understanding and develop their skills and knowledge to maximise their progress.

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Achievement Expected standard

Children grow well in terms of their communication and language, physical development, and personal, social and emotional skills. They show increasing levels of concentration and engagement in activities. Children confidently explore their ideas and demonstrate curiosity and motivation. They develop into self-assured and enthusiastic learners. Children are beginning to acquire some skills that support their independence, such as confidently exploring their environment and recycling their food packaging after meals.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has consistently high expectations for children's behaviours and attitudes. She acts as a positive role model, demonstrating respectful interactions and clear and consistent boundaries. She helps children understand and manage their feelings. The childminder guides them to sensitively consider the needs of others and teaches them how to cooperate, share resources and take turns during play. For instance, children excitedly praise their peers when they share toys and help tidy up. As a result, children display positive attitudes to learning and behave well. They show increasing levels of self-control and empathy. Children form secure attachments with the childminder and develop meaningful friendships with their peers.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has created a warm and nurturing environment, where children feel safe and comfortable to play and explore. They naturally approach her for comfort and affection. Children enjoy sharing their experiences and learning with the childminder. The childminder knows the children very well and plans her environment based on their individual needs and interests. She places a big emphasis on ensuring that children are confident in managing their feelings and behaviours and are socially and emotionally ready for the next steps of their education, including their transition to other settings and schools.

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Behaviour, attitudes and establishing routines Expected standard

The childminder recognises the importance of regular attendance and punctuality in supporting children's learning and development. She promotes this effectively with parents and carers. The childminder reinforces a shared commitment to ensuring that children benefit fully from her provision.

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Children's welfare and wellbeing Expected standard

Children have built secure attachments with the childminder, which are warm and trusting. The childminder establishes effective partnerships that promote children's wellbeing and help them thrive and develop a sense of belonging. She knows families well and remains vigilant to any changes in children's personal circumstances, responding promptly and sensitively to ensure that appropriate support is in place. The childminder works effectively alongside parents and other professionals to establish care routines that suit children's individual needs, such as sleeping arrangements and food preparation. She undertakes regular training to ensure the safety and welfare of all children in her care, including those with special educational needs and/or disabilities.

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Children's welfare and wellbeing Expected standard

The childminder actively promotes a healthy lifestyle by teaching children about the importance of nutritious foods, daily physical exercise and good hygiene procedures. She provides healthy snacks, and children regularly go on outings or play in the well-equipped garden and independently wipe their noses when needed. The childminder helps children understand the importance of good oral health. She has recently completed training on this topic. The childminder ensures that all children are registered with a dentist, and she encourages children to brush their teeth after lunch every day. As a result, children develop good hygiene habits and acquire a secure understanding of how to maintain their health and wellbeing. However, at times, the childminder does not consistently provide children with opportunities to manage tasks they are capable of themselves, such as pouring their own drinks and serving and preparing their own food. This does not further develop children's

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Curriculum and teaching Expected standard

The childminder demonstrates a secure understanding of the early years foundation stage and how children learn and develop. She has designed an ambitious curriculum that is carefully sequenced to meet children's individual learning and development needs. The childminder carries out effective ongoing assessments to identify children's next steps and inform planning. She provides various activities and resources that build on what children already know and can do. However, the childminder does not consistently make full use of every opportunity to extend children's learning through play to help them make as much progress as possible. For example, as children build towers with toy bricks, she does not support them effectively in learning to count with confidence and in sequence.

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Curriculum and teaching Expected standard

The childminder supports children's communication and language skills well. She skilfully models clear and descriptive language throughout play and everyday routines, which helps broaden children's vocabulary. The childminder uses stories, songs and rhymes regularly to foster children's love of language and books. She uses repetition effectively to embed new words and concepts. The childminder asks purposeful open-ended questions that encourage children to think critically and express their ideas. She allows children sufficient time to respond, supporting their confidence in their speaking and listening skills.

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Curriculum and teaching Expected standard

The childminder supports children's mathematical abilities, as well as their personal, social and emotional development. She helps children learn to identify numbers and measure and weigh ingredients as they bake. The childminder establishes warm and nurturing relationships. She provides consistent routines in a calm and welcoming environment. This helps children feel safe, secure and valued. The childminder offers meaningful opportunities, including visits to local groups and meeting with other childminders, for children to develop their social skills. These experiences help children build friendships, learn to cooperate and develop a sense of belonging in the wider community.

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Leadership and governance Expected standard

The childminder demonstrates a genuine passion about the care she offers to children and families. She shows dedication to providing an ambitious curriculum that meets the ongoing needs of all the children she cares for. The childminder understands her setting's strengths and areas for development. She wants to provide children with the best start to life and prepare them with the necessary skills to move on to the next steps of their education. The childminder places an emphasis on enhancing her professional development. She regularly undertakes training that is specific to children's needs and is proactive in seeking additional training. For instance, she attended a local early years setting to look at ways she can enhance her knowledge and setting, including further developing children's sensory play.

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Leadership and governance Expected standard

The childminder actively engages with external professionals to enhance her knowledge and practice. She applies this guidance effectively to ensure that all children, including those with special educational needs and/or disabilities, receive the support they require to thrive and have their needs met. The childminder has developed effective partnerships with parents and carers. She works closely with parents to gather their feedback so that she can enhance the education and care she provides for children and their families. Parents praise the excellent communication they receive from the childminder. They feel well informed about their children's learning and development and next steps. They comment that their children thrive in the childminder's care.

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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 excitedly enter the setting. They demonstrate that they feel safe, secure and happy in the care of the attentive and nurturing childminder. They form deep and trusting relationships with the childminder and their peers, which supports their emotional wellbeing. Children settle quickly and confidently engage in the excellent range of stimulating activities and resources provided.

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

The childminder has clear and consistent expectations for children's behaviour. She mindfully reinforces boundaries and helps children understand how to manage their feelings and emotions. For instance, the childminder offers gentle guidance when children struggle to share and take turns. Children listen to the childminder and quickly resolve minor conflicts on their own. Children respond positively to this approach and generally behave well. The childminder offers frequent praise and encouragement, recognising children's efforts and achievements. As a result, children feel valued and develop a sense of belonging in the setting.

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

Children develop a love of books from an early age. They confidently choose their favourite stories and eagerly gather for story time. The childminder reads with warmth and expression, capturing children's interest and igniting their imaginations. She actively encourages children to join in with repeated phrases and to talk about the characters and events in the story. As a result, children strengthen their early language and literacy skills and develop a genuine enjoyment of reading.

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

Children benefit from a carefully planned curriculum that supports their learning in all areas and prepares them for school. They demonstrate high levels of curiosity and enthusiasm as they explore activities and show perseverance and effective problem-solving skills. For example, children work together to build a tall tower. They discuss their ideas and adapt their approach to prevent it from toppling over. This supports their critical-thinking, communication and cooperative skills.

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Next steps

The childminder should continue to build on children's independence by offering regular opportunities for them to manage tasks and take responsibility with daily routines. The childminder should further use her teaching skills to extend children's learning to enable all children to make the best possible progress across all areas of development.

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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

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About this setting

Operating hours: Monday,Tuesday,Wednesday : 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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Our grades explained

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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