Childminder

Childminder

Unique reference number (URN): 2757312 Registered with Ofsted: 06/11/2023 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 across the prime areas of learning due to the purposeful activities they take part in. As a result, they develop the key skills needed for their next stage in learning. Children learn about diversity and the world around them through meaningful experiences, such as exploring Eid. This helps children to develop a sense of belonging and an awareness of similarities and differences within their community.

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Achievement Expected standard

Children develop a love of books and enjoy joining in with stories and rhymes. They begin to recognise rhyming words and show an increasing awareness of language patterns, supporting their early literacy skills. While children typically engage well in whole-group activities, due to the organisation, younger children do not consistently maintain interest and participate alongside their older peers.

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Achievement Expected standard

Children engage in a wide range of activities that support their physical development. They strengthen their fine motor skills through activities. For example, they explore water play and manipulate play dough, which also encourages their problem-solving and imaginative thinking. Outdoors, children develop balance and coordination while riding bicycles and using the climbing frame, helping to build their core strength.

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Behaviour, attitudes and establishing routines Expected standard

Children spend their day in a calm and welcoming environment where routines help them to feel secure. They understand the clear expectations set by the childminder. For example, at snack time, children tidy away toys promptly and line up to wash their hands. These routines help children to feel confident and ready to learn.

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Behaviour, attitudes and establishing routines Expected standard

Children develop secure bonds with the childminder. They show they feel safe through their growing independence and perseverance. Children eagerly try new tasks and persist when things are trickier. For example, when building an obstacle course, the childminder demonstrates how to piece it together and encourages children to keep going. Her warm praise helps children to feel proud of their achievements and strengthens their resilience.

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Behaviour, attitudes and establishing routines Expected standard

The childminder closely monitors children's punctuality and attendance. She reminds families of the importance of their children arriving on time to fully access learning opportunities. The childminder takes into account each child's age, stage of development and individual circumstances when supporting them to meet expectations. She adapts her approach to help children understand boundaries, manage their behaviour and regulate their emotions effectively.

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Behaviour, attitudes and establishing routines Expected standard

Children have regular opportunities to play alongside and with their peers. Through the childminder's modelling and consistent guidance, children develop the skills needed to cooperate and communicate. They build positive relationships within a safe and supportive environment.

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Children's welfare and wellbeing Expected standard

Children develop a sense of belonging through warm and responsive interactions and consistent routines. For instance, they quickly start tidying up when they hear the tidy-up song. Children fetch their shoes and coats, ready to play in the garden. The childminder supports children to recognise their emotions. She acknowledges how children are feeling by providing reassurance and speaking calmly. The childminder has secure attachments with children and knows them well, including their individual care routines. She recognises when she needs to adapt routines to suit the individual needs of children, such as at sleep times. This ensures that personal care needs are met for all children, including those who face barriers to their learning and/or wellbeing. Children respond positively to the childminder's consistent boundaries and calm, gentle approach.

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Children's welfare and wellbeing Expected standard

The childminder encourages children to develop independence. For example, children enjoy preparing their own fruit at snack time and eating independently. This helps them to build practical life skills and grow in confidence. Children have daily access to fresh air and exercise. They enjoy exploring the garden, riding wheeled toys, playing ball games and engaging in water play and role-play activities. This supports their physical development and overall wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder provides healthy and balanced lunches for all children. She carefully takes into account any allergies or dietary requirements. For example, the childminder uses colour-coded plates to ensure that meals are safe and appropriate for each child. She talks to children about healthy foods, helping them to understand the importance of making nutritious choices and developing positive eating habits. The childminder places a high importance on keeping children safe. For example, she teaches children how to use the climbing frame with care and caution and how to cross the road safely with her.

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Curriculum and teaching Expected standard

The childminder has carefully designed a curriculum that builds on each child's existing knowledge and abilities. This supports children to develop the skills and understanding they need for future learning. The curriculum is inclusive and thoughtfully adapted. This ensures that all children, including those with special educational needs and/or disabilities, can fully participate and thrive in their learning. The childminder recognises the importance of physical activity in supporting children's physical and emotional development. She carefully designs an engaging outdoor area to develop children's gross motor skills. The childminder provides activities, such as threading, play dough and mark making, to strengthen children's fine motor skills.

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Curriculum and teaching Expected standard

The childminder carefully plans regular outings to local playgroups to help children develop their social skills and confidence in larger-group settings. During these visits, children have opportunities to interact with their peers outside the familiar home environment. They learn to take turns, share resources and cooperate in group activities.

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Curriculum and teaching Expected standard

The childminder models rich language and engages children in purposeful conversations to extend their vocabulary. She leads whole-group story sessions, encouraging all children to listen, join in with repeated phrases and discuss the illustrations. Using props, the childminder makes stories engaging and introduces key words and rhymes. For example, during singing sessions, the childminder supports children to join in, count and explore early number concepts. However, the childminder does not consistently adapt whole-group activities effectively to meet the needs of younger children. As a result, some younger children lose interest and struggle to fully engage in their planning. This limits younger children's opportunities to participate and learn alongside older peers.

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Inclusion Expected standard

The childminder promotes an inclusive environment where children feel welcomed, valued and supported as individuals. She carefully monitors children's learning and development. The childminder uses ongoing observations to identify each child's needs and quickly identifies where additional support may be required. She works closely with families and values working in partnership to enhance children's learning and outcomes.

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Inclusion Expected standard

The childminder is sensitive to children's experiences outside of the setting. For instance, she stays updated about changes in family circumstances. The childminder plans activities that help children to understand these changes and manage their emotions. This helps children to remain settled and ready to learn. The childminder recognises that some children are less confident than others. She takes this into account when planning activities and experiences for them.

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Inclusion Expected standard

Although the childminder does not currently receive additional funding, she understands how it could be used to support eligible children. For example, she explains how she would use the funding to buy resources to develop specific skills or provide experiences children might not otherwise have. The childminder intends to strengthen her understanding of how to support children with special educational needs and/or disabilities as part of an improved programme of professional learning.

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Leadership and governance Expected standard

The childminder is effective in ensuring that children's needs, safety and wellbeing remain central to her decision-making. She works effectively alongside a co-childminder, communicating clearly and sharing responsibilities to ensure consistency in children's care and learning. The childminder engages in professional development to keep her knowledge up to date. She has a secure understanding of the strengths and areas of development of her practice. For instance, the childminder intends to undertake additional training to further develop her knowledge of how best to support children with special educational needs and/or disabilities. This is to help her provide tailored support to children who need it.

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Leadership and governance Expected standard

The childminder typically establishes positive partnerships with parents and carers and other settings that are involved in children's care. Parents are highly complimentary about the childminder. They report that their children enjoy attending and particularly value the opportunities to explore the community during regular outings. Parents also appreciate how the childminder keeps them informed about their children's progress through daily interactions and via an online platform. However, the childminder does not consistently support parents in extending their children's learning at home. She recognises the need to refine the systems for regularly sharing information about children's next steps in development and practical learning ideas with families.

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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 a warm, calm and nurturing environment where they feel safe, welcomed and valued. The childminder builds secure and trusting relationships with children. She responds consistently to their needs. Children confidently approach the childminder to share ideas, seek reassurance and celebrate their achievements. They use polite language, proudly show their creations and talk openly about their activities. This reflects that children feel respected and listened to. Overall, the childminder builds secure partnerships with parents and carers, encouraging routines that support their children's regular attendance. This helps children to understand expectations and promotes their sense of security. Children show high levels of engagement and curiosity as they independently choose activities. For example, they demonstrate determination when balancing across beams and stepping stones. Children show pride in their achievements. They beam with delight upon

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

The childminder delivers an engaging curriculum that builds on children's personal interests, existing knowledge and skills. She recognises each child as an individual, celebrating their unique strengths and interests. The childminder carefully observes, listens to children's choices and adapts activities to support their learning and wellbeing. She promotes children's independence from a young age by encouraging them to manage simple self-care tasks themselves. For example, the childminder supports children to wash their hands before mealtimes and reminds them to pull up their sleeves before water play. This gives children the confidence and skills to take care of their own needs. Children make steady progress from their starting points and are well prepared for the next stage in their learning.

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

Children are kind and caring, showing nurturing skills as they play with baby dolls. The childminder encourages these positive social skills by praising children and highlighting their thoughtfulness. She promotes positive manners by modelling polite behaviour. The childminder encourages children to say 'please' and 'thank you', for example, when asking for their water or milk at snack time.

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Next steps

The childminder should strengthen systems for sharing information about children's development with parents and carers, so they are better supported to continue and extend their child's learning at home. The childminder should adapt group times to better meet the needs of younger children to keep them engaged and support their learning. The childminder should undertake further training and professional development in supporting children with special educational needs and/or disabilities to strengthen her expertise and continue to improve outcomes for all children.

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About this inspection

The inspector spoke to the childminder, children and parents and carers 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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