Childminder

Childminder

Unique reference number (URN): 2765996 Registered with Ofsted: 22/01/2024 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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Behaviour, attitudes and establishing routines Strong standard

The childminder has created trusting, respectful and supportive relationships with children and their families. This creates an environment that is calm and nurturing and supports everyone to enjoy being together. Children happily include the childminder in their play. They feel confident and secure to ask for help when needed. Children demonstrate the utmost care and kindness to their peers. For example, they use phrases such as 'my turn next' and, 'Can I have a turn?'

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Behaviour, attitudes and establishing routines Strong standard

Children's emotional security, self-worth and wellbeing are at the heart of the childminder's practice. She makes children feel special and valued. The childminder consistently praises children for their efforts to build their self-esteem and confidence at every opportunity. The childminder understands that regular attendance is vital for children's learning, routines and emotional security. She consistently communicates this importance to parents and carers, working in partnership to support excellent attendance.

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Behaviour, attitudes and establishing routines Strong standard

Established routines provide a deep sense of security. This enables children to feel safe and confident throughout the day. As a result, children settle quickly and transition smoothly between activities. Children are visibly happy in the childminder's care. They laugh together and enjoy the warm and joyful environment she creates. The childminder acts as an excellent role model. Children learn to be polite, well mannered and caring.

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Children's welfare and wellbeing Strong standard

The childminder is passionate about providing a safe, nurturing and inclusive environment for children. She knows children extremely well and responds sensitively to their emotional needs. The childminder uses her nurturing and professional approach to build partnerships with families right from the start. She encourages parents and carers to share detailed information regarding children's care routines when they start at her setting. The childminder maintains consistency when implementing these. She implements secure procedures around safe sleeping arrangements and privacy for children and babies during nappy changing and toileting times.

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Children's welfare and wellbeing Strong standard

All children, including those with special educational needs and/or disabilities, have positive and warm relationships with the childminder. Children show high levels of confidence in the setting and freely access resources and ask for help when needed. The childminder provides excellent support to help children to recognise and manage their emotions. Children learn to recognise and name their emotions through daily routines, stories and activities.

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Children's welfare and wellbeing Strong standard

The childminder diligently organises her day so that children get the rest, sleep and active play they need. She adapts her approach to meet each child's individual needs. The childminder supports children to make healthy choices and establish lifelong habits that promote their wellbeing. Children enjoy a range of nutritious snacks and freshly prepared home-cooked meals. Outdoor play is a daily priority, providing regular opportunities for fresh air, exercise and exploration. Children develop their physical skills while gaining an understanding of the benefits of leading an active lifestyle.

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Curriculum and teaching Strong standard

The childminder has a solid understanding of child development and the early years foundation stage. She designs an exciting curriculum with high expectations for every child, including those with special educational needs and/or disabilities and children who face other barriers to learning. She is beginning to plan experiences and teaching opportunities that support their individual needs and their next steps, thinking about using each child's starting points and interests.

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Curriculum and teaching Strong standard

Children are enthusiastic, curious learners and eagerly explore new activities. They develop their physical skills through regular nature walks, visiting parks and woods, and spending time in the childminder's garden. As a result, they make swift progress in their movement and spatial awareness.

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Curriculum and teaching Strong standard

The childminder offers excellent support to promote children's communication and language skills. She listens attentively, repeats children's words and introduces rich new vocabulary. Children enjoy exploring numbers through their play. For example, while playing in the sensory tray, they confidently identify the numbers of planets and stars. The childminder skilfully introduces mathematical language, such as around size, colour and shape, during everyday interactions to extend children's learning.

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Curriculum and teaching Strong standard

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. She consistently identifies purposeful teachable moments to extend children's learning in her daily practice.

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Leadership and governance Strong standard

The childminder has an accurate awareness of the quality of her provision. She uses her highly effective reflective practice purposefully to support ongoing improvement. The childminder consistently prioritises the needs and wellbeing of all children in her care. Her aspirations for children's learning and development are evident in the thoughtful and well- informed decisions that she makes. This ensures that every child, including those with special educational needs and/or disabilities and those facing other barriers to learning, receive the support needed to flourish. The childminder's professional development is purposeful and enhances her practice. For example, her ambitious plans to build a space purposefully for her childminding ensure she is thinking about the needs of the children and how best to utilise her own home.

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Leadership and governance Strong standard

Professional development is given the highest priority. Ongoing training 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. The use of local authority training to support the use of new equipment has impacted positively on the physical development and skills of children. The childminder is very reflective about her provision, critiquing what she does and how she can give children the best possible start to their learning. At times, her dynamic, exciting curriculum does not consistently include all

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Expected standard

children in activities. However, the childminder is aware that this is an area to develop further.

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Expected standard

Partnerships with parents and carers and other settings that children attend are highly effective and firmly embedded. These positive relationships ensure that children benefit from a consistent approach to their learning and development. The childminder regularly reviews and updates her policies and procedures to ensure that they align with current guidance.

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Achievement Expected standard

Children make steady progress from their starting points. They become confident communicators in relation to their age. Children enjoy copying the language that they are exposed to. For example, they join in with words from favourite songs, such as 'Sleeping Bunnies'. Children copy tricky words that they hear, such as 'astronaut' and 'meteorite'.

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Achievement Expected standard

Children develop increasing confidence in speaking and listening. They build their vocabulary through daily conversations, stories and shared experiences. Younger children begin to express their needs clearly and follow simple instructions. Older children sustain attention and join in discussions, sharing their ideas. Children develop independence in routines, such as handwashing and managing personal care. They demonstrate a growing understanding of early mathematical concepts through counting planets and comparing sizes of rockets and stars in play.

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Achievement Expected standard

Children show they are prepared for their next stage of learning. Outside, children generally build their focus, attention and thinking skills. For example, as children pour water into different-sized containers, they observe and comment the water has 'flooded' when it overflows. Younger children have fun using their bigger muscles to climb a ladder and zoom down the slide. At times, some of the activities planned by the childminder do not successfully include all children, as they are too difficult, even if exciting and fun.

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Inclusion Expected standard

The childminder has a sound understanding of child development. This helps her to assess children's learning accurately. When children first start, the childminder encourages parents and carers to share information about their children's care routines and prior skills, interests and knowledge. This helps her to make initial assessments and to identify any gaps in children's learning early on. The childminder regularly observes children's learning. She is beginning to use these observations to inform children's next steps. However, this is not yet fully established, and the childminder is not using her observations effectively enough to include all children in some activities. For example, when working outside, all children access fine motor activities, pinching pipettes to transfer water. However, this was too difficult for some younger children.

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Inclusion Expected standard

The childminder understands the importance of partnership working with external agencies. For example, when children have their progress check when they are aged between 2 and 3 years, the childminder aims for this to be completed in partnership with parents and children's health visitors. The childminder does not currently have any children that attend who are eligible for additional funding. She recognises how this funding would be used to benefit children if she does access it in the future.

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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 feel safe and secure in the childminder's care. They benefit from her warm and nurturing approach, and quickly settle. Children demonstrate a sense of belonging within the setting. They show confidence as they independently select from the wide range of well- planned play opportunities available to them. Children develop excellent social skills. They use positive manners, such as saying 'please' and 'thank you'. Children show an emerging understanding of kindness as they share resources and play cooperatively. For example, they willingly take turns to share the cuddly toys on the small armchairs.

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

Opportunities to explore their local community enhance children's learning. Regular visits to local parks, cafes and playgroups broaden children's social experiences and increase their awareness of the world around them. The childminder uses these outings to also promote children's physical development effectively. For example, children build stamina, strength and confidence during walks and outdoor play. They experience a range of activities that further support their understanding of the wider world. For example, on 'Earth Day', they learn about recycling and looking after the planet.

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

Children build independence through everyday tasks, such as tidying away toys. They help with simple routines, such as cutting fruit at snack time and pouring water for their friends. This helps children to build confidence in their abilities. Children thoroughly enjoy their learning as they explore different toys and engage in imaginative play. The childminder skilfully responds to children's interests, using these to plan meaningful and engaging experiences. For example, she creates a space-themed sensory tray to spark conversations about the recent moon exploration. The childminder uses these experiences to develop children's oracy skills and extend their vocabulary.

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

Children develop warm and nurturing relationships with the childminder, who holds high expectations for them. She is an excellent role model, attentive, responsive and deeply attuned to children's needs. The childminder guides children to interact positively with their peers and her family pets. She supports them as they navigate challenges. As a result, children develop a positive attitude towards learning, feel valued in the setting and build emotional resilience.

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Next steps

The childminder should continue to use observations of children's learning to identify next steps that ensure all children are included fully in activities.

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About this inspection

The inspector spoke with the childminder 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 : 08:00 - 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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