Childminder

Childminder

Unique reference number (URN): 2784824 Registered with Ofsted: 08/04/2024 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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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are a clear strength of the provision. The childminder places children's emotional security, comfort and physical care at the centre of daily practice. Children benefit from highly responsive interactions that help them to settle quickly and feel confident in the setting. For example, the childminder adapts support sensitively for children experiencing changes within their family lives. Consistent daily interactions help children to build secure attachments and develop trust in the childminder. This supports their emotional stability.

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Children's welfare and wellbeing Strong standard

The childminder responds promptly when children show signs of tiredness or uncertainty. She provides close reassurance, including sitting with children or offering physical comfort during transitions between play, meals and rest. The childminder uses calm and consistent communication to help children regulate their emotions. Children benefit from predictable routines and sensitive interactions that help them to remain settled and engaged. Over time, children seek reassurance appropriately and show confidence within the daily rhythm of the setting.

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Children's welfare and wellbeing Strong standard

The childminder promotes children's health, hygiene and independence through well- established daily routines. Children increasingly make healthy choices and develop independence skills. For example, they choose fruit at snack time, drink water regularly, wash their hands before meals and confidently attempt tasks such as feeding themselves, using utensils and pouring drinks. The childminder manages intimate care very sensitively, maintaining children's dignity, comfort and confidence. The childminder remains nearby when children sleep, helping them relax and settle comfortably.

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Achievement Expected standard

Children generally develop the knowledge and skills they need for their next stages in learning. They show growing confidence in familiar routines and play experiences. Children engage positively with the activities available throughout the day. They make independent choices in their play and confidently access resources within the environment.

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Achievement Expected standard

Children develop early mathematical understanding through everyday experiences. They count during play and routines, begin to recognise numbers and develop early problem- solving skills. Children develop physical confidence as they balance outdoors, use tools safely and manage increasing aspects of self-care independently. They begin pouring drinks, preparing fruit and managing hygiene routines with encouragement and support.

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Achievement Expected standard

Children developing their communication skills use familiar words and join in with songs, counting and simple instructions during routines and play. They begin recognising and expressing their feelings and show consideration towards others during daily interactions. However, children do not consistently develop new vocabulary during their play and interactions, as they are not always exposed to consistently precise language.

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Behaviour, attitudes and establishing routines Expected standard

Children generally respond positively to the childminder's consistent approach. Familiar routines help children to understand expectations and support them to move positively through the day. Children respond well when the childminder sings familiar songs to support transitions and tidying routines. Calm reminders and reassurance help children to understand boundaries without becoming distressed. Children increasingly manage small responsibilities, such as helping to tidy resources and following familiar routines independently.

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Behaviour, attitudes and establishing routines Expected standard

Children build positive relationships with the childminder and one another. They begin taking turns, share resources and play alongside each other happily. The childminder helps children to manage their feelings sensitively. She encourages them to recognise emotions such as feeling happy, sad or cross. Children increasingly show consideration towards one another during play and routines. For example, they respond sympathetically when others become upset or hurt. Children generally remain settled and emotionally secure throughout the day.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive attitudes towards their play and learning. They remain engaged in activities for sustained periods and confidently explore the environment and resources available. Children respond positively to praise and encouragement. They show pride in their achievements during play and routines. The childminder promotes the importance of regular attendance and consistent routines. She works appropriately with parents and carers when punctuality or routines begin to affect children's wellbeing and engagement in the day.

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Curriculum and teaching Expected standard

The childminder places children's emotional wellbeing at the centre of the curriculum. She generally plans experiences around children's interests, routines and stages of development. Children access a broad range of play experiences indoors and outdoors that support their curiosity, confidence and early development. The childminder uses observations and assessment to identify children's next steps. She adapts experiences in response to children's engagement and interests.

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Curriculum and teaching Expected standard

The childminder weaves teaching naturally through daily routines and play. Children develop early mathematical understanding as they count during snack routines, compare quantities and fill and empty containers during sensory play. The childminder encourages children to think, explore and investigate. Children mix materials together, talk about sounds they hear and explore how different resources feel and move. Songs, discussion and familiar routines help to children join in confidently and generally develop their communication skills.

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Curriculum and teaching Expected standard

Children benefit from regular opportunities to develop their physical skills and coordination. They balance, climb, pour and use tools safely with support and encouragement from the childminder. The childminder regularly checks in with children during play and adapts interactions sensitively depending on children's confidence and emotional needs. However, the childminder does not consistently model precise vocabulary during children's play and routines, sometimes using simplified language. In addition, she does not consistently use resources, discussion and everyday experiences to help children learn about differences between people, families and communities beyond their immediate experiences. As a result, children do not consistently hear the most accurate language or develop a broad understanding of the diverse world around them.

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Inclusion Expected standard

The childminder knows children and families well. She adapts support sensitively to meet children's individual needs. Children benefit from warm relationships and a calm environment that generally helps them feel included, valued and secure. The childminder works closely with parents and carers to maintain continuity between home and the setting. She shares regular information about children's care, routines and development.

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Inclusion Expected standard

The childminder provides sensitive support for children experiencing changes within their family lives. For example, she uses stories and discussion to help children prepare for changes at home, including the arrival of a new sibling. Children confidently talk about people who are important to them, which supports their sense of belonging. The childminder supports children developing their communication skills through songs, repetition and familiar routines. This helps them to generally join in with simple words and instructions during play and daily experiences. The childminder understands how to seek additional support and work with other professionals if concerns about children's development or wellbeing arise.

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Inclusion Expected standard

Children access familiar resources, such as family photos, and talk about people in their lives with confidence. The childminder introduces experiences that reflect children's home lives and familiar experiences, which helps children feel recognised and included within the setting.

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Leadership and governance Expected standard

The childminder demonstrates reflective leadership that generally supports effective practice across the provision. She maintains a clear focus on children's emotional wellbeing, which underpins planning, daily routines and interactions. Children experience a calm, secure and well-organised environment throughout the day. The childminder reflects on her practice and makes adjustments to improve children's experiences, including considering how resources and opportunities can support children's understanding of diversity and the wider world. This helps to provide consistency in children's experiences.

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Leadership and governance Expected standard

The childminder uses observation and assessment to monitor children's development and identify next steps. She records children's progress and uses this information to adapt experiences so they generally reflect children's interests, engagement and stages of development. This helps to ensure children receive support across their learning. The childminder engages positively with ongoing professional development, including safeguarding, inclusion and oral health training, which helps strengthen her knowledge of children's welfare and development. The childminder communicates effectively with parents and carers. She shares regular updates about children's care, routines and experiences. The childminder builds positive relationships with families and values their feedback. She responds appropriately to changes in children's home circumstances to support continuity between home and the setting and help children to feel secure and settled. The childminder engages with the wider

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Leadership and governance Expected standard

community through regular outings. This extends children's experiences beyond the home environment and supports their social development.

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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 happily and settle quickly into the childminder's calm and welcoming home. Warm relationships and predictable routines generally help children to feel safe, secure and confident throughout the day. Children move positively between routines, such as tidy-up time, handwashing and mealtimes. This is because children understand what is expected and receive sensitive reassurance and encouragement when needed. Children confidently approach the childminder for reassurance, cuddles and conversation throughout the day.

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

Children enjoy a wide range of meaningful experiences that build on their interests and curiosity. They explore sensory play, balance on wooden planks outdoors and care for plants within the garden. Children listen to the sound of rice falling, sing familiar songs and talk about fruit they have seen at the market. During outdoor play, children proudly balance across tyres and planks and excitedly fill and empty containers and transport resources. They water tomatoes and herbs and carefully observe a snail within the garden. These experiences typically develop children's confidence, curiosity and enjoyment in learning. Children enjoy outings within the local community, including visits to libraries, toddler groups and outdoor spaces. They revisit these experiences through creative activities and discussion within the setting. This helps children to make connections between their experiences and learning.

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

Daily routines develop children's growing independence. Children help to prepare fruit for snack, attempt to pour drinks and manage aspects of handwashing and tidy-up routines. They confidently cut bananas using child-safe knives and point carefully while counting during snack time. Children developing communication skills join in with familiar words, counting and simple instructions during play and routines. They can recognise and talk about feelings. Children show kindness towards one another during play and daily routines. The childminder provides calm and responsive care that supports children's emotional wellbeing effectively. Children are relaxed, included and emotionally secure in the childminder's care.

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Next steps

The childminder should extend children's vocabulary development further, such as by strengthening the consistency of modelling of language during interactions. The childminder should further develop opportunities for children to learn about diversity, difference and wider communities through everyday experiences, discussions and resources.

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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 : 07:45 - 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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