Moorman-Fuzi, Benjamin Francis

Childminder

Unique reference number (URN): 2769337 Registered with Ofsted: 08/01/2024 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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Inclusion Strong standard

The childminder creates an inclusive environment where children's individual needs, developmental starting points and learning needs are understood and prioritised effectively. He identifies children who may need additional support through ongoing observations, reflective assessment and effective partnership working with parents. Children's progress is closely monitored, and support is carefully tailored to help reduce barriers to learning and development. As a result, children make positive progress from their starting points.

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Inclusion Strong standard

The childminder works effectively with parents and external professionals in the best interests of children. Advice and strategies from external agencies are implemented consistently within daily routines, targeted support and learning experiences. Adaptations to activities, physical experiences and the environment help ensure children with special educational needs and/or disabilities are fully included and able to participate successfully alongside their peers. This includes embedding strategies recommended by external professionals into daily routines, physical experiences and interactions to support children's individual developmental targets. The childminder reflects carefully on the effectiveness of support and considers thoughtfully how children's experiences can continue to improve further. This has a positive impact on children's confidence, communication, physical development and engagement in learning.

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Inclusion Strong standard

The childminder demonstrates a well-developed understanding of how inclusive practice and secure partnerships help children access the support they need to make progress. Although there are currently no children on roll in receipt of early years pupil premium funding or known to children's social care, the childminder demonstrates a secure understanding of how additional support and funding could be used effectively to improve children's experiences and outcomes further.

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Achievement Expected standard

Children make progress from their starting points and develop communication, physical and social skills through a range of engaging learning opportunities. Communication and language are promoted effectively through storytelling, songs, repetition and regular conversations. As a result, children develop increasing confidence in expressing themselves, joining in with activities and sharing their ideas. For example, children confidently explore the outdoor environment as they search for bugs, plants and natural objects, helping build curiosity and early understanding of the world around them.

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Achievement Expected standard

Children with special educational needs and/or disabilities and those facing barriers to learning are supported appropriately to access all areas of learning and development. Adapted support and planned opportunities help children build physical skills, confidence and independence in their abilities. Children are developing the knowledge and skills appropriate for their level of development and future learning. They learn to communicate with others, manage feelings appropriately and develop positive relationships, helping prepare them for their next stages of learning and development.

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive relationships with the childminder and appear happy and secure within the setting. They confidently seek reassurance, interaction and support throughout the day. The childminder supports children to begin to understand their feelings and behaviour through discussions, stories and play experiences. Children are developing positive attitudes towards others and are beginning to show kindness, cooperation and consideration during play and daily interactions.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well and respond positively to praise and encouragement from the childminder. They are encouraged to join in with activities and develop increasing confidence in social situations. Children are supported appropriately according to their individual needs and stages of development, including those who may need additional reassurance or support to manage feelings and behaviour.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes attendance and punctuality effectively through positive relationships and ongoing communication with parents. Children settle quickly and are familiar with aspects of the daily routine, such as moving upstairs for care routines and sleep times. However, there are inconsistencies in routines, transitions and behaviour expectations which mean children are not always fully engaged or clear about what is expected of them throughout the day. As a result, children are not always fully engaged during routines and transitions and do not consistently develop a clear understanding of expectations or increasing independence within daily activities.

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Children's welfare and wellbeing Expected standard

Children appear happy, safe and emotionally secure within this calm and welcoming home environment. Parents consistently describe their children as settled, well cared for and eager to attend. The childminder places children's happiness and emotional welfare at the centre of his practice and demonstrates a secure understanding of children's individual care, emotional and developmental needs. Positive relationships with parents help support continuity of care and ensure children's changing needs are understood and responded to appropriately.

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Children's welfare and wellbeing Expected standard

Regular outdoor learning opportunities, sensory play and physical experiences support children's physical development and overall wellbeing. The childminder supports children to begin to understand feelings and emotions through regular conversations, reassurance and nurturing interactions. Children with special educational needs and/or disabilities and those facing barriers to learning receive thoughtful and inclusive support. For example, children benefit from regular sensory experiences, outdoor play and calm reassurance, which support their confidence, comfort and overall wellbeing.

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Children's welfare and wellbeing Expected standard

Care practices generally support children's individual needs effectively. Safe sleep procedures are implemented securely, including regular monitoring checks during sleep times. However, healthy lifestyle and self-care routines are not fully embedded throughout the day. Consequently, opportunities for children to develop independence during daily routines are not always maximised.

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Curriculum and teaching Expected standard

The childminder demonstrates a secure understanding of how young children learn and plans activities around their interests, developmental stages and individual needs. Children have access to a broad range of sensory, physical and exploratory opportunities that support progress across all areas of learning and development. The childminder carefully reflects on how activities can build children's curiosity, concentration, and enjoyment of learning.

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Curriculum and teaching Expected standard

Communication and language are promoted effectively throughout the day. Storytelling, songs, repetition, Makaton and regular conversations help extend children's vocabulary and encourage participation. Children enthusiastically join in with repeated phrases, actions and imaginative storytelling activities. The childminder also supports children's personal, social and physical development through outdoor play, movement opportunities and planned activities that reflect children's developmental needs and interests.

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Curriculum and teaching Expected standard

Observations and assessments are used appropriately to identify next steps and adapt learning for individual children. Children with special educational needs and/or disabilities and those facing barriers to learning are supported appropriately through adapted activities and targeted support. During adult-led activities, interactions are not consistently focused on extending children's thinking. As a result, children do not always have enough opportunities to think, process information and respond, which reduces the depth of learning during these experiences.

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Leadership and governance Expected standard

The childminder demonstrates a reflective and child-centred approach to leadership. He understands the strengths of the provision, children's individual needs and areas for further development. The childminder engages positively with professional feedback and reflects carefully on how practice, routines and experiences can continue to improve children's care and learning. He demonstrates a clear commitment to inclusive practice through effective partnership working with parents and external professionals in the best interests of children, particularly those who face barriers to learning and development.

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Leadership and governance Expected standard

Planning and assessment systems demonstrate detailed knowledge of children's developmental progress, interests and next steps. The childminder adapts learning experiences and support appropriately to reflect children's changing needs and stages of development. He has reflected appropriately on previous experiences and strengthened procedures, policies and communication systems as a result. This demonstrates a positive and reflective approach to continuous improvement.

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Leadership and governance Expected standard

Parents consistently praise the childminder's communication, support and professionalism. The childminder values ongoing professional learning and reflective practice and demonstrates a secure understanding of child development, emotional wellbeing and inclusive practice. Assessment and documentation systems are not always organised as efficiently as possible. As a result, some systems create unnecessary workload while not consistently supporting the most effective oversight of children's progress and communication 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 are happy, settled and secure in this welcoming childminding setting. They develop warm and trusting relationships with the childminder and confidently seek reassurance, interaction and support throughout the day. Emotional wellbeing is prioritised effectively. For example, children are supported to recognise and talk about their feelings through stories, emotion games and everyday conversations. This helps children begin to understand and express their feelings appropriately. Parents speak highly of the care their children receive and describe the setting as 'supportive, welcoming and responsive' to their children's needs.

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

Children benefit from a highly inclusive practice in which their individual needs and developmental starting points are well understood. The childminder works closely with parents and external professionals in the best interests of children to help reduce barriers to learning and/or wellbeing. Children with special educational needs and/or disabilities are supported successfully to access all aspects of the provision and make progress from their starting points. They enjoy a broad range of sensory, physical and exploratory experiences, which support development across all areas of learning. Children enthusiastically join in with storytelling, songs, repeated phrases and movement experiences, which help build confidence in communication, physical development and emotional expression.

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

Children generally behave well and are beginning to develop positive social skills, such as kindness and consideration for others. They benefit from regular outdoor opportunities and experiences, which support their physical health and wellbeing. The childminder recognises the importance of continuing to strengthen consistency in routines, transitions and adult-led interactions so children remain fully engaged and consistently have opportunities to think, process and respond during activities. He is also reflecting on ways to review assessment and documentation systems to maintain effective oversight of children's progress while reducing unnecessary workload. Overall, children feel safe, valued and fully included within this nurturing environment where their individual needs and wellbeing are understood and supported thoughtfully.

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Next steps

The childminder should embed more consistent routines, transitions and behaviour expectations so children remain fully engaged and confidently understand what is expected throughout the day. The childminder should strengthen adult-led interactions so learning intentions remain focused and children consistently have time to think, process and respond during activities and discussions. The childminder should review assessment and documentation systems to reduce unnecessary workload while maintaining effective oversight of children's progress and communication with parents.

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About this inspection

The inspector spoke with the childminder, children and parents 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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