Childminder

Childminder

Unique reference number (URN): 147128 Registered with Ofsted: 01/10/1998 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 make secure and sustained progress from their individual starting points across all 7 areas of learning, reflecting the impact of the childminder's well-sequenced curriculum and high-quality teaching. Progress in communication and language is a clear strength. Children listen attentively, recall prior learning and use an increasingly rich vocabulary during activities such as sound-discrimination games, shared reading and purposeful conversation embedded in daily routines. Children with special educational needs and/or disabilities, health needs and those who face other barriers make meaningful progress from their starting points.

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Achievement Strong standard

Carefully adapted activities and individualised support enable these children to develop independence, confidence and secure foundational skills, particularly in communication, physical development and self-care. Children demonstrate strong learning behaviours, including concentration, perseverance and curiosity. They apply their knowledge across activities and routines and show growing independence in managing tasks and making choices. Children are well prepared for their next stage of learning, including nursery and school, with secure foundations for future success.

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Behaviour, attitudes and establishing routines Strong standard

Children thrive in a calm, nurturing and well-organised environment where expectations for behaviour and routines are clear, consistent and well understood. The childminder establishes a positive culture rooted in kindness, respect and reassurance. Children feel secure and confident, which supports positive attitudes to learning and strong emotional wellbeing. Relationships between the childminder and children are warm, trusting and responsive. The childminder knows the children well and uses this understanding to support behaviour in ways that reflect children's ages, stages of development and individual circumstances. For example, when children become frustrated during activities such as pouring or turn-taking games, the childminder responds calmly, acknowledges feelings and models appropriate language and strategies to help children regulate their emotions and re- engage successfully.

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Behaviour, attitudes and establishing routines Strong standard

Children are supported to collaborate and play alongside one another, learning to share, take turns and respect each other's ideas. Routines such as snack time, tidying up and preparing for outdoor play are used purposefully to reinforce expectations, independence and cooperation. The childminder places a clear emphasis on the importance of attendance and punctuality. Attendance is monitored carefully, discussed at settling-in and followed up promptly with families where patterns emerge. This supports children to establish positive routines and benefit from consistent, high-quality care and learning. Adaptations are made sensitively for children with special educational needs and/or disabilities to ensure that expectations remain appropriate and achievable. Children demonstrate positive behaviour, confidence and increasingly independent attitudes to learning.

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Children's welfare and wellbeing Strong standard

The childminder consistently prioritises children's welfare and wellbeing, ensuring that care practices are highly responsive and carefully tailored to meet each child's individual needs. Children benefit from an inclusive environment where high expectations for safety, health and emotional wellbeing are embedded across the day. Adaptations are made thoughtfully for children with special educational needs and/or disabilities or health needs. This includes personalised feeding arrangements, modified physical activities and flexible rest routines. This enables all children to participate safely and confidently. Secure, trusting relationships and attachments are firmly established. The childminder knows the children and families exceptionally well, including siblings who have attended over time, which strengthens continuity of care and children's sense of belonging. Children seek comfort, communicate

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Children's welfare and wellbeing Strong standard

their needs confidently and show emotional security, demonstrating the depth of these relationships.

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Children's welfare and wellbeing Strong standard

Children are supported to develop a secure understanding of physical health, personal safety and wellbeing. Daily routines promote independence, safe eating and healthy choices. Food is prepared carefully, with consideration given to age, stage of development and medical needs. Children are supported to eat safely and develop positive lifelong habits. The childminder supports children to recognise, express and manage their emotions with sensitivity and consistency. Calm reassurance, clear routines and emotional language help children regulate their feelings and build resilience. Children feel safe, valued and emotionally secure, enabling them to thrive within a nurturing and highly supportive environment.

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Curriculum and teaching Strong standard

The childminder provides an inclusive, ambitious and consistently high-quality curriculum, underpinned by a secure understanding of child development and the early years foundation stage educational programmes. Curriculum design is informed by what children already know and can do, ensuring learning is well sequenced, purposeful and responsive to children's ages, stages and individual needs. High expectations for learning are embedded throughout the day and are evident not only in planned activities but also in everyday routines. For example, during snack time, the childminder extends learning through purposeful discussion about colours, letters and children's prior experiences, while also promoting independence, self-care skills and safe eating.

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Curriculum and teaching Strong standard

Teaching and interactions are skilful and responsive. The childminder recognises that every interaction is an opportunity for teaching and adapts practice in the moment to respond to children's curiosity and emerging thinking. This is demonstrated during sand and water play, where mathematical language such as 'one left' and '2 more to go' is modelled, open-ended questions are used and children are given time to think and solve problems, leading to sustained engagement and enjoyment.

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Curriculum and teaching Strong standard

Language development is prioritised across all areas of learning through rich vocabulary and meaningful conversation. Physical, personal, social and emotional development is carefully supported through well-chosen resources and scaffolded activities, including the intentional use of tools to strengthen fine motor control. Ongoing observation enables the childminder to assess learning accurately, respond promptly to frustration or emerging barriers and differentiate teaching effectively, including for children with special educational needs and/or disabilities and those that face other barriers to learning and/or wellbeing, from their starting points, so all children access the full curriculum and are prepared for their next stage of learning.

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Inclusion Strong standard

The childminder consistently makes a demonstrable difference to the opportunities and experiences of all children, particularly those with special educational needs and/or disabilities (SEND) and those who face other barriers to their learning and/or wellbeing. An inclusive culture is securely embedded and evident in daily practice.

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Inclusion Strong standard

Children's individual needs are identified swiftly through careful observation, ongoing assessment and close partnership with parents. The childminder takes prompt and effective action to reduce barriers to learning and participation. Strategic support, reasonable adjustments and tailored adaptations are implemented skilfully and reviewed regularly to ensure they make a sustained difference. This is evident in the support provided for children with complex physical and communication needs. For example, the childminder works closely with parents and external professionals, including physiotherapy and the SEND team, to implement targeted strategies, such as consistent use of Makaton, adapted seating and personalised routines. This means children are increasingly confident communicators and show improving physical strength and engagement.

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Inclusion Strong standard

The childminder rigorously monitors progress and reviews support regularly, adjusting practice to reflect children's emerging needs and next steps. She demonstrates secure knowledge of the graduated approach to meeting children's unique needs and engages effectively with families and professionals. The childminder is aware of how to use early years pupil premium funding to enhance learning opportunities for disadvantaged children and how to support children who face barriers to their learning sensitively, so they feel safe, included and make strong progress from their starting points.

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Leadership and governance Strong standard

The childminder demonstrates highly effective leadership and governance, meeting all statutory requirements of the early years foundation stage and maintaining a clear focus on improving outcomes for all children. She has a secure and accurate understanding of the strengths of the provision and uses reflective self-evaluation to identify priorities for improvement. Decisions are consistently made in the best interests of children, particularly those with special educational needs and/or disabilities (SEND), health needs or other barriers to learning and wellbeing.

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Leadership and governance Strong standard

Professional development is purposeful and impactful. Training is carefully selected to reflect the needs of the children and includes areas, such as SEND, Makaton, safer eating, safeguarding and inclusive practice. For example, training on communication strategies has strengthened the childminder's use of modelling, expansion and visual support, enabling children with delayed communication or additional needs to make meaningful progress. Safer eating training has led to refinements in food preparation and menus, including reducing salt and sugar, ensuring that children eat safely while developing healthy eating habits. The childminder works closely with parents and external professionals, including health and SEND services, ensuring coordinated support and regular review of children's progress. This partnership working has a clear impact on children's care, learning and independence. Workload and wellbeing are managed effectively through realistic planning, clear routines

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Leadership and governance Strong standard

and reflective practice. The childminder remains responsive to changes in children's needs and context, ensuring the provision continues to improve and deliver high-quality education and care for all children.

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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 at the very heart of this setting and typically achieve, belong and thrive in an environment that is calm, inclusive and highly nurturing. Children achieve well and show a genuine enjoyment of learning. From their different starting points, they develop secure knowledge, skills and confidence through a carefully sequenced curriculum and high-quality teaching. For example, children sustain concentration during listening and sound- discrimination games that strengthen memory and early phonics skills. During practical activities, they develop fine motor control, such as using pipettes, tools and triggers. Children demonstrate increasing independence, confidently making choices, managing routines and applying learning across experiences. Children with special educational needs and/or disabilities (SEND) and those who face other barriers to their learning make meaningful progress because barriers to learning are swiftly identified and reduced

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

effectively through thoughtful adaptations and close partnership with parents and professionals.

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

Children belong and feel safe, welcomed and valued. They learn alongside their peers and are fully included in all aspects of the setting. Strong, trusting relationships with the childminder enable children to settle quickly, form secure attachments and develop positive relationships with others. Families are warmly welcomed, and their knowledge and contributions are valued, ensuring continuity of care, particularly for children who face additional challenges.

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

Children thrive within a well-established framework of robust systems, clear routines and effective oversight, ensuring safety, stability and consistent support. Attendance is promoted and monitored carefully, helping children establish positive habits. The childminder values each child's uniqueness and adapts care and learning so all children can flourish. For example, care routines, activities and resources are adjusted to meet individual needs, including adapting mealtimes and learning experiences so children with SEND or health needs can participate fully alongside their peers.

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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 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,Thursday : 07:45 - 17:45

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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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