Childminder

Childminder

Unique reference number (URN): 125994 Registered with Ofsted: 18/09/1998 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 Expected standard

Children make steady progress from their starting points, particularly in their communication and language. Children with special educational needs and/or disabilities benefit from high- quality, targeted support. Through planned interventions and close guidance, the childminder helps quieter children grow in confidence. For example, children who were once shy now join in with longer stories, act out familiar phrases and use descriptive words, such as 'twist' and 'spin', in their play.

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Achievement Expected standard

Children achieve high levels of independence and physical skills. They master practical tasks, such as peeling fruit, using safe knives, and managing their hygiene and toileting. These skills, alongside children's ability to follow multi-step instructions, ensure that they are well prepared for the next stage of their learning. The childminder supports children's social development. She models kindness, encourages sharing and praises positive behaviour. By providing reassurance and gentle challenge, she helps children build resilience and curiosity. Children develop the confidence, skills and attitudes they need to become capable, lifelong learners. However, the childminder has not yet created consistent opportunities for children to practise and reinforce these skills at home, which can limit how securely their learning is retained over time.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established a positive, welcoming environment where children understand expectations for behaviour. She models kind, respectful behaviour, responding warmly while setting clear boundaries. As a result, children show respect, listen to instructions, and behave well throughout the day. For example, they follow multi-step routines, such as washing hands, putting on coats, and helping prepare snacks.

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Behaviour, attitudes and establishing routines Expected standard

The childminder encourages children to work together and develop social skills. They share resources, take turns and play cooperatively, such as working together with play dough to make creations and then moving on to a game of hide and seek. The childminder praises helpful behaviours and encourages children to try new ideas. For instance, she celebrates when children extend sentences or explore new ways to use materials.

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Behaviour, attitudes and establishing routines Expected standard

Routines are well established and adapted in line with children's ages and stages of development. For example, children instinctively know the routine to collect a step stool to support them during handwashing and to slide the tray back into position after snack time to resume their activities. Attendance and punctuality are promoted through engaging daily routines, helping children settle quickly and feel secure.

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Behaviour, attitudes and establishing routines Expected standard

The childminder carefully considers individual needs, offering one-to-one support for shy or younger children and adapting communication for those with language delays. Children feel safe, valued and confident. They develop independence, positive attitudes towards learning, and close relationships with peers. However, the childminder does not yet have established links with all the settings that children attend. As a result, expectations and approaches to supporting children's behaviour and attitudes are not always consistent across the different provisions children experience.

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Children's welfare and wellbeing Expected standard

The childminder provides highly effective care that meets the individual needs of all children. She builds positive, secure relationships, helping children feel safe, valued and confident. Children trust the childminder and seek her guidance, knowing they will be listened to and supported. For example, the childminder helps children who are initially shy to quickly feel comfortable and engage through playful interactions. Children with special educational needs and/or disabilities receive targeted support, such as repeating instructions and using play commentary to enable them to fully participate.

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Children's welfare and wellbeing Expected standard

Children's health and wellbeing are clear priorities. They follow daily routines independently, such as preparing their snacks by washing strawberries. Snack times are used as teaching opportunities, where children learn about hygiene, healthy eating and safety. For example, the childminder explains which parts of fruits are safe to eat and which to avoid, and she reinforces the importance of not talking while eating to reduce the risk of choking. These practical routines help children develop independence, awareness of personal safety, and positive habits that support their wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder supports children's emotional development. She encourages children to identify and express their feelings by using approaches such as discussions about 'The Colour Monster' and by reflecting on real-life experiences. Children learn how to manage their emotions, demonstrate kindness and develop resilience. Overall, the childminder's nurturing approach ensures that all children thrive and feel secure. However, the childminder does not yet fully support parents to promote children's self-care and wellbeing at home. As a result, children have fewer opportunities to practise these skills, which can limit how well routines and emotional skills are reinforced.

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Curriculum and teaching Expected standard

The childminder has a clear vision for her curriculum and teaching. She knows the children and their families well. She uses observations and information from parents to determine starting points and identify needs early. The childminder plans with purpose and ensures that every activity has a clear goal. For example, she builds early mathematics into daily routines. Children count fruits at snack time, talk about size during play and use numbers in real-life situations. However, the childminder does not yet fully support parents in helping their children practise and strengthen the skills they learn at the setting.

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Curriculum and teaching Expected standard

The curriculum supports all areas of development, with a clear focus on language. The childminder creates a language-rich environment through stories, conversations and questioning. She extends sentences, introduces new vocabulary and links learning with real- life experiences. The childminder promotes critical thinking and problem-solving in everyday play. Children also develop independence by managing hygiene, toileting and learning practical safety, such as using child-friendly knives carefully.

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Curriculum and teaching Expected standard

Teaching is adapted to children's stages of development. Younger children grasp larger chickpeas, while older children scoop fine rice to strengthen hand control. This targeted support builds coordination and confidence and prepares children for early writing and their next stage of learning.

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Inclusion Expected standard

The childminder creates a warm and inclusive culture where every child's unique needs are a priority. She knows the children and their families very well. She gathers detailed information when children start and uses careful observations to identify any developmental concerns early. The childminder speaks openly with parents and, when needed, encourages referrals to specialists. She works closely with speech and language therapists and the family centre, applying their advice to her daily practice and supporting children effectively. However, the childminder does not yet have established links with all the settings that children attend. As a result, there is not always a consistent and coordinated approach to supporting children's learning. The childminder reduces barriers to learning through attentive, responsive interactions. She adapts her communication to meet each child's needs. She engages them at their level, uses clear language and extends sentences with

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Inclusion Expected standard

new vocabulary during play. The childminder uses repetition, rhymes and commentary to support children with language delays. These responsive interactions build confidence and help children with special educational needs and/or disabilities make significant progress from their starting points.

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Inclusion Expected standard

The childminder monitors children's progress closely and reviews the impact of her support regularly. She attends training and professional forums to strengthen her knowledge. The childminder understands how to use any additional funding effectively to support all children. Overall, her inclusive practice has a clear and positive impact on children's outcomes.

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Leadership and governance Expected standard

The childminder leads her setting with a clear and ambitious vision, ensuring that it runs smoothly and children's needs remain the priority. She clearly understands the setting's strengths and areas for development and takes purposeful action to enhance practice. For instance, she recognised the need to enhance speech and language support, and her proactive approach ensures that all children, including those with special educational needs and/or disabilities (SEND) and who face barriers to learning, make steady progress from their starting points.

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Leadership and governance Expected standard

Decisions are always made in the best interests of the children, particularly children with SEND or those who face barriers to learning. The childminder implements strategies from other professionals and works closely with the family centre to ensure that targeted support is effective. The childminder monitors children's progress closely, reviewing the impact of her actions and adapting support as needed.

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Leadership and governance Expected standard

The childminder prioritises her wellbeing by meeting regularly with other childminders for shared outings and professional discussions, which also supports children's social learning and exposure to new experiences. She actively engages with training, online forums and early years websites to maintain her knowledge and improve her practice.

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Leadership and governance Expected standard

Overall, the childminder demonstrates reflective, informed leadership. Her approach ensures high-quality care and learning, promotes inclusion, and has a meaningful, positive impact on children's development and wellbeing. However, parents do not yet receive adequate assistance for activities to support children's learning at home, and connections with other settings are not fully established. As a result, children do not always have the opportunity to practise their skills and use them confidently in different environments.

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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 thrive in this warm, nurturing and well-organised setting. They have close, trusting bonds with the childminder, which helps them feel safe and ready to learn. The childminder knows the children and their families very well and uses this knowledge to meet their individual needs effectively. From the onset, she builds trust through gentle one-to-one play, such as peekaboo, ensuring that they settle quickly. Therefore, children are remarkably independent. They use the toilet with little help, wash their hands, and peel their fruit at snack time.

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

Learning is purposeful and consistently embedded into daily routines and play. Children are immersed in a language-rich environment where the childminder introduces new vocabulary and mathematical concepts during play. For example, children count as they cut healthy snacks and explore words such as 'enormous' and 'gigantic' during play. The childminder is highly effective at supporting children with special educational needs and/or disabilities (SEND). She identifies any concerns early, including potential speech and language delays, and works closely with parents and other professionals to put timely support in place. This means that all children, including those with SEND, make steady progress from their starting points and show a very positive attitude towards learning.

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

Children enjoy a wealth of community experiences, from library visits to local park trips, which build their social confidence. They behave well, demonstrating kindness to their peers and a 'can-do' attitude towards new challenges. The childminder places emphasis on safety, teaching children to manage risks in age-appropriate ways, such as using safe knives for fruit. She encourages the children to be independent in managing their personal care and in making choices about their play. The childminder maintains excellent relationships with parents. Overall, children demonstrate positive attitudes towards learning, behave well, and are well prepared for the next stage of their education.

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Next steps

The childminder should support parents with simple home activities so children can practise and strengthen the skills they learn in the setting. The childminder should establish stronger links with other settings children attend to ensure consistent learning and support.

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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,Friday : 07:30 - 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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