Childminder

Childminder

Unique reference number (URN): 510228 Registered with Ofsted: 23/02/1995 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 sustained and continuous progress from their individual starting points. They demonstrate secure, well-embedded understanding, especially in communication and language. Even the youngest children use newly acquired words correctly and in context, showing great connections between their previous learning and new development. They display deeper comprehension, recall and curiosity, as well as increased confidence in expressing their ideas. For example, older children independently use small-world toys to role play a car journey, adding a pretend tunnel that the car goes through and applying conversational language between toy people.

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Achievement Strong standard

Children with gaps in their learning make measurable progress. Carefully considered adaptations and personalised support techniques enable them to fully participate and build their growing independence. For instance, older children learn to count coins one by one, listening to the sound each coin makes as it drops into a metal container. This practical and engaging approach helps them count different quantities accurately and with confidence.

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Achievement Strong standard

Children are very well prepared for the next stage in their learning. They demonstrate increased independence, emotional maturity, positive social skills and growing self-esteem, along with a genuine willingness to explore and embrace new challenges. This ensures smooth and successful transitions to school or other learning environments.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has established a calm, respectful and stimulating learning environment. She sets clear and consistent expectations for behaviour, which children readily understand and follow. Children behave impressively well and appear relaxed and secure. Routines are embedded, predictable and carefully matched to children's developmental needs. For example, they independently tidy away their toys once they have finished playing. Children demonstrate high levels of engagement, focus and genuine enjoyment in learning. The childminder actively participates in their play, using humour and animated voices that spark delight, smiles and laughter.

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Behaviour, attitudes and establishing routines Strong standard

Relationships with children are affectionate, trusted and extremely responsive. Children collaborate naturally, showing empathy for one another. Sharing and taking turns are supported consistently and sensitively, as the childminder guides children to reflect on how their actions may affect others.

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Behaviour, attitudes and establishing routines Strong standard

The childminder recognises the importance of children's regular attendance and punctuality. She maintains highly effective partnerships with families, who share her understanding of the value of consistent participation. The childminder works closely with parents to establish supportive routines that promote children's full engagement, particularly for those who benefit from additional support with their self-regulation.

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Children's welfare and wellbeing Strong standard

Children develop a clear awareness of healthy lifestyles, which includes the importance of daily physical exercise. Daily routines, including sleeping, feeding and mealtimes, are carefully tailored to meet each child's needs. The childminder sensitively encourages children to try new foods and tastes, broadening their experiences and supporting healthier food choices. Children understand that certain foods give them energy, enabling them to enjoy physical activities, such as visits to the local fields, where they run, climb and explore. As a result, children eat safely, rest comfortably and participate fully in their daily experiences.

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Children's welfare and wellbeing Strong standard

Through regular outdoor play in woods and parks, planting fruits and vegetables, and practising self-care activities, such as cleaning their faces and washing their hands before and after eating, children learn about healthy living and managing risks safely. For instance, they understand that washing their hands after blowing their nose into a tissue helps minimise the spread of germs.

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Children's welfare and wellbeing Strong standard

The childminder models calm, respectful communication and rich emotional language, supporting children in recognising, expressing and regulating their feelings. For example, after shared play experiences, she reflects on how the activity made her feel. Children confidently contribute their thoughts, explaining what they enjoyed, further strengthening their emotional awareness and communication skills.

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Curriculum and teaching Strong standard

Since the last inspection, the childminder has worked tirelessly to change and enhance her environment, introducing meaningful, real-life resources and experiences that nurture children's natural curiosity, problem-solving abilities and independence.

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Curriculum and teaching Strong standard

The childminder's curriculum is uniquely designed around each child's needs, interests and abilities, including those with emerging gaps in their speech. It reflects a secure and impressive understanding of child development and educational programmes in the early years foundation stage, particularly in promoting children's social, personal and emotional skills. Teaching and learning are carefully sequenced to build securely on children's existing knowledge and skills across all areas of learning. The childminder has a clear and confident understanding of the curriculum intent and consistently identifies purposeful teachable moments to extend children's learning in her daily practice.

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Curriculum and teaching Strong standard

Teaching is highly responsive and rooted in consistently high-quality interactions, informed by accurate and ongoing assessments for every child. The childminder makes excellent use of each exchange to model language, broaden vocabulary and sustain children's creativity and curiosity. She adapts her teaching strategies swiftly in line with each child's stage of development, enabling them to apply new learning confidently in their play. For example, she introduces richer vocabulary for more capable children as they master using scissors, such as 'snip', 'chop' and 'slice', while supporting younger children and those with speech delays through clear, simple phrases and sentences.

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Curriculum and teaching Strong standard

The childminder provides an extensive and well-planned outdoor curriculum, prioritising children's physical skills while promoting their understanding of the world through meaningful engagement with nature. This fosters a strong desire to explore and discover more. She also skilfully weaves mathematical language into everyday routines and play. For instance, as children fill and empty containers with pumpkin seeds, they learn and apply concepts, such as 'full' and 'empty'. This deepens their mathematical understanding in purposeful and engaging ways.

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Inclusion Strong standard

The childminder fosters a deeply embedded culture of inclusion, where each child's needs are swiftly identified, accurately assessed and proactively supported. She rigorously monitors and reviews children's progress to ensure that her support remains precisely and consistently effective. The childminder's reflective and systematic approach reduces barriers to learning and promotes children's overall wellbeing. Children with gaps in their development receive timely, targeted interventions and benefit from high-quality, focused support that enables them to participate fully and make sustained progress.

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Inclusion Strong standard

The childminder continually updates her already extensive knowledge through researching early years websites and guidance. This ongoing professional development has had a particularly positive impact on children with speech delays. As a result, they develop increasing confidence in communication, engage more readily in group activities, follow instructions, express their needs clearly and grow in independence.

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Inclusion Strong standard

Seamless collaboration with families, and where appropriate, external professionals, ensures that specialist advice is implemented effectively. The childminder's decisions about support are underpinned by her in-depth knowledge of each child, proactive partnerships with parents and close communication with staff at any additional settings children attend. Although there are currently no children in receipt of additional funding, the childminder demonstrates a secure understanding of how such funding will be used to enrich children's learning experiences. Through her high-impact inclusive practice, all children, regardless of their background, needs or circumstances, truly benefit from meaningful opportunities.

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Leadership and governance Strong standard

The experienced and knowledgeable childminder demonstrates excellent leadership and governance. She constantly reflects on the quality of education and care she provides, ensuring that her provision remains high quality, inclusive and responsive to children's evolving needs. The childminder has a thorough and accurate understanding of her setting's strengths and priorities and uses these reflections to drive purposeful improvements. Changes to her practice are considered carefully and implemented seamlessly, sustaining positive outcomes for every child.

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Leadership and governance Strong standard

The childminder models exemplary professional conduct and has a precise understanding of her statutory responsibilities. Her systems for monitoring practice, reviewing teaching and tracking children's progress are robust and highly effective. This information is used to identify trends, address gaps and refine provision. This ensures that all children, including those with special educational needs and/or disabilities, benefit from the childminder's high expectations and commitment to their success. Professional development is given the highest priority. Ongoing training, particularly since the last inspection, has significantly strengthened the childminder's knowledge and skills. This has enabled her to consistently promote young children's learning and help them achieve their full potential.

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Leadership and governance Strong standard

Partnerships with parents and external professionals are highly effective and serve to further enrich children's experiences. The childminder recognises the importance of closely monitoring children's attendance and punctuality. She provides timely support to families to help children maintain routines and engagement at home. Through the childminder's thoughtful, reflective and purposeful leadership, the setting operates efficiently, inclusively and consistently in the best interests of 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 highly benefit from a rich, stimulating and deeply nurturing environment, where they flourish socially, emotionally and academically. The childminder is well attuned to children's individual needs and meets these exceptionally well. As a result, children feel safe, secure and confident to explore independently. The childminder's timely, purposeful interactions successfully promote children's increasing levels of independence, curiosity and enthusiasm for learning. Children learn in a joyful way and eagerly engage in thoughtfully planned activities that build on what children already know and can do. They make rapid progress across all areas of learning and are well prepared for the next stage in their education.

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

The childminder's inclusive approach ensures that all children thrive, including those who face barriers to learning. She swiftly identifies and addresses emerging needs. For example, children with developmental speech delays begin to communicate confidently using newly acquired, recognisable words and gestures. This empowers them to express their needs, participate fully in activities and interact positively with their peers. The childminder strengthens this approach through ongoing professional development and close collaboration with families, ensuring consistency in children's learning and wellbeing. Every child clearly feels valued and experiences high levels of achievement.

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

Children demonstrate an excellent sense of belonging, which is further enhanced by attending the setting regularly. They move around the childminder's inviting home with confidence and purpose, showing a clear understanding of the predictable routines in place. The childminder is a highly responsive and positive role model. She thoughtfully encourages children to form friendships, fostering kindness and empathy. For example, when someone becomes a little upset, others instinctively offer comfort, such as by inviting them into their play. Families feel genuinely valued and warmly welcomed through regular, meaningful communication and shared observations that celebrate children's impressive progress.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of children with special educational needs and/or disabilities 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, 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

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About this setting

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