Childminder

Childminder

Unique reference number (URN): 255564 Registered with Ofsted: 08/03/1994 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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Behaviour, attitudes and establishing routines Strong standard

The childminder creates a highly positive and welcoming environment, where children flourish. Children develop confidence and positive attitudes to their learning. The childminder actively encourages high attendance and checks in with parents and carers when children are late. She notices when children are hungry or tired, quickly meeting their needs and adjusting routines as necessary. This helps children to feel extremely secure, ready to learn and fully engaged in a wide range of activities.

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Behaviour, attitudes and establishing routines Strong standard

The childminder places children's needs at the centre of her decisions. She interacts warmly and responsively, building remarkable bonds, so children know they can rely on her. The childminder listens carefully to children's speech and gestures, supporting their emerging communication and helping them to express themselves. The childminder sets clear and consistent expectations for behaviour. She recognises children's behaviour as communication and applies gentle and age-appropriate strategies. Children respond with respect, empathy and consideration for their peers. Older children independently support younger children, helping them to learn routines and develop social skills.

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Behaviour, attitudes and establishing routines Strong standard

The childminder guides children into purposeful play and models very positive interactions. When children with special educational needs and/or disabilities or children who face barriers to learning struggle with routines, she expertly breaks tasks into manageable steps and provides visual prompts. As a result, children develop high levels of independence, collaboration and confidence.

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Achievement Expected standard

Children make progress across all areas of learning from the moment they start at the setting. For example, the childminder collects information about each child's learning before they start. This is used to plan children's next steps. They generally develop their communication and language skills. Children express themselves and engage confidently with others. For example, the childminder supports children to develop their confidence through praise. She recognises that confidence is an important skill that supports children's learning now and later life. Children with special educational needs and/or disabilities catch up quickly and feel included. Children benefit from praise when they reach new milestones, helping them to build confidence and independence. They engage with activities that nurture their curiosity. They typically gain the knowledge and skills they need for their next stage of learning. By the time children leave, they are well prepared for school or their next setting,

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Achievement Expected standard

with a foundation in social skills, early mathematics and confidence in learning.

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Children's welfare and wellbeing Expected standard

The childminder actively promotes children's welfare and wellbeing, creating a safe and nurturing environment. She supports children to develop confidence, independence and physical skills over time. The childminder encourages a love of the outdoors. She takes children on walks and visits and provides regular access to outdoor play. These help children to develop strength, coordination and support their overall health. The childminder provides nutritious meals, snacks and breakfast. She supports children's independence, such as encouraging them through self-serving their meals and pouring their own drinks.

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Children's welfare and wellbeing Expected standard

The childminder adapts routines to each child's needs, such as offering rest when children are tired and guiding them through daily care tasks. She helps even the youngest children manage personal care, such as wiping their noses and disposing of tissues. This builds children's increasing independence and confidence. Children with special educational needs and/or disabilities receive additional support to achieve the same outcomes as their peers.

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Children's welfare and wellbeing Expected standard

The childminder teaches children to make safe choices and understand daily routines. She guides them to recognise and manage risks. The childminder fosters secure and responsive relationships, so children feel confident and supported. She supports children to recognise, express and manage their emotions appropriately, helping them to develop a secure sense of emotional wellbeing. However, the childminder has not signposted parents and carers to additional resources for support for their children in areas such as toilet training or weaning.

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Curriculum and teaching Expected standard

The childminder has planned a unique curriculum that reflects her local community and the experiences she thinks are important for childhood. She prioritises active learning and regular outdoor physical opportunities, minimising children's screen time in line with guidance. The childminder identifies what children should know and be able to do. She plans intentional activities tailored to each child's starting points and interests. The childminder's planning is reflective, with adaptations made after each session to improve children's engagement and learning.

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Curriculum and teaching Expected standard

The childminder adapts learning in the moment for children, including those with special educational needs and/or disabilities, breaking tasks into smaller and achievable steps. She weaves mathematical skills into everyday experiences, such as counting buckets while gardening and using mathematical language, such as 'full' and 'empty'. The childminder carefully matches activities and experiences to her learning intentions. Children enjoy a wide range of fiction and non-fiction books, engaging in shared reading and discussion.

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Curriculum and teaching Expected standard

The childminder's curriculum is thoughtfully sequenced and implemented. It supports all areas of learning while reflecting children's individuality, interests and next steps. Teaching is purposeful and responsive, with clear attention to children's language, mathematical understanding and personal, social and physical development. For example, children take part in regular walks to develop their fitness levels. The childminder talks to the children about the positive impact being outside has on their wellbeing and development. However, the childminder does not consistently identify ambitious vocabulary for children that is linked to their current learning. For example, during garden exploration, she does not introduce the names of different bird species. This does not enhance children's learning further.

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Inclusion Expected standard

The childminder provides continuous and targeted developmental opportunities that meet children's individual needs. She has recently undertaken extensive training in supporting children's speech and language. The childminder typically uses strategies that support children's utterances, extend their sentences and help children to be understood. She speaks slowly and calmly, so children can understand and process, repeats back and narrates on children's play to reinforce their learning.

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Inclusion Expected standard

The childminder attends local authority cluster meetings. These help her to keep up to date with guidance and ensure that her approach reflects current good practice. The childminder identifies the skills children need before they start school. She follows approaches and processes to support children with special educational needs and/or disabilities (SEND). The childminder sets measurable targets and strategies that reduce barriers to children's learning. She involves parents and carers actively in planning and works with external agencies, such as speech and language therapists, when specialist support is needed.

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Inclusion Expected standard

The childminder creates an inclusive and welcoming environment, where children's individual needs are recognised and supported. Her inclusive practices ensure that all children, including those with SEND, disadvantaged or known to children's social care, are supported to achieve. However, she does not consistently enhance outcomes further by sharing extra relevant information with parents. For example, she does not signpost them to support groups available around children's health and care needs, including toilet training.

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Leadership and governance Expected standard

The childminder typically reflects on her practice and regularly evaluates how she can improve outcomes for children. She actively seeks feedback from parents and carers and uses it to make meaningful changes. The childminder engages with the local authority to access guidance and support when needed. She commits to continuous professional development, selecting training that addresses her priorities and enhances her skills.

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Leadership and governance Expected standard

The childminder reviews the learning environment carefully and makes adjustments to keep children engaged and extend their learning. She works closely with parents to monitor children's progress, completing the progress checks when children are aged between 2 and 3 years and regularly sets next steps. For children with special educational needs and/or disabilities, she undertakes additional training to identify delays in children's learning promptly and provide targeted support. This approach helps children to achieve and make steady progress across all areas of learning.

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Leadership and governance Expected standard

The childminder is diligent and highly committed to providing high-quality care and education. However, she has not consistently explored ways to streamline paperwork and documentation to help reduce the time she spends working outside of hours. This does not allow the childminder to focus more on direct engagement with children and families to further enhance children's learning, her wellbeing and relationships with parents.

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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 arrive happy and confident. They separate from their caregivers with ease, wave goodbye and quickly immerse themselves in play. Children settle into familiar routines. They form warm and trusting relationships with the childminder, which support their sense of security and belonging. Children build meaningful friendships. They learn to share, take turns and play cooperatively. The childminder models positive language, often asking children how they can help their friends. Children respond by supporting one another and working together. When disagreements occur, children talk through what has happened with calm guidance. They learn to listen, reflect and resolve minor conflicts respectfully. Children treat the home environment and one another with care.

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

Children enjoy regular access to the garden, where they make independent choices about their play and explore a wide range of experiences. They plant and care for vegetables and notice changes over time. Children develop an early understanding of growth, responsibility and the natural world. The childminder uses visits to the local community garden to extend children's learning further. She encourages curiosity and hands-on exploration of the wider environment. Children talk confidently about what they have already discovered outdoors, demonstrating that knowledge builds over time.

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

The childminder arranges the environment to keep children safe and secure while encouraging exploration. She provides a wide range of engaging resources, which she intentionally rotates to reflect children's interests and next steps in learning. This thoughtful approach supports curiosity, independence and purposeful play, enabling children to thrive within a well-organised setting.

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

Children develop high levels of independence. Very young children persevere to put on their own wellington boots and carry out other care routines for themselves. The childminder supports them by encouraging determination and offering praise when they succeed. Children show resilience when tasks feel trickier. They develop confidence, practical skills and knowledge they need for their next stage of learning. Children leave the childminder ready for school, prepared both socially and academically for the expectations ahead.

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Next steps

The childminder should consider signposting parents to further support and resources for health and care routines at home to reinforce outcomes for children The childminder should better manage her workload, such as by reviewing and streamlining paperwork and documentation, to reduce the need for additional hours and support her wellbeing. The childminder should give children opportunities to use more ambitious words to describe and discuss their learning, such as planning and identifying specific vocabulary within curriculum topics.

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About this inspection

The inspector spoke with the 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

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:00 - 17:00

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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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