Childminder

Childminder

Unique reference number (URN): 2765228 Registered with Ofsted: 23/01/2024 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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Children's welfare and wellbeing Strong standard

The childminder places children's welfare and wellbeing at the heart of her practice. Children form positive, secure relationships with her and clearly feel safe, valued and emotionally secure within the setting. The childminder knows the children and their families very well and responds sensitively to their individual needs, routines and circumstances. As a result, children are confident and settled and develop a clear sense of belonging.

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Children's welfare and wellbeing Strong standard

Children's emotional wellbeing is prioritised effectively through calm, nurturing and responsive care. The childminder helps children to recognise and manage their feelings, understand the emotions of others and develop positive strategies to regulate their emotions. For example, when children become tired or overwhelmed, the childminder responds sensitively and encourages them to recognise what their bodies need, such as taking time to rest in a calm and comforting space. Children respond positively to this calm and nurturing approach.

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Children's welfare and wellbeing Strong standard

The childminder supports children's health and physical wellbeing effectively. Children learn about healthy lifestyles through discussions and daily routines linked to healthy eating, hygiene and physical activity. Care practices are implemented consistently and sensitively. For example, children's individual sleep, feeding and care routines are respected and managed well, helping children to feel secure and comfortable. The childminder responds confidently to children's medical needs and ensures appropriate systems are in place to support their safety and wellbeing.

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Children's welfare and wellbeing Strong standard

Children benefit from an inclusive environment where they are encouraged to express their needs, develop independence and build confidence and emotional security.

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Achievement Expected standard

Children generally make good progress from their starting points and develop the knowledge and skills they need for their next stage of learning. Children develop across the areas of learning because the childminder has an appropriate understanding of their development and next steps. Communication and language development is given suitable priority throughout the day. For example, children benefit from regular conversations, storytelling, singing and games that help to build their vocabulary and confidence in speaking.

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Achievement Expected standard

Children, including those who may face barriers to learning, develop independence, physical skills and emotional confidence. They show positive attitudes to learning, engage in activities and are increasingly confident in managing routines and social interactions. Children are developing the skills they need for future transitions, including moving on to nursery and school. However, the childminder does not consistently identify and build on what children already know and can do to help extend their learning further. As a result, some children do not always receive the most timely support to help deepen their learning and development.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a calm and welcoming environment where children generally understand routines and expectations. Children behave well and usually respond positively to the childminder's consistent and nurturing approach. They are supported to understand the feelings of others, take turns and resolve minor conflicts appropriately. For example, children are encouraged to think about how their actions affect others and how they can help to support their friends during play.

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Behaviour, attitudes and establishing routines Expected standard

Children show positive attitudes to learning and take part in activities and routines with interest. They are developing independence in managing tasks such as tidying away resources, washing hands, preparing snacks and putting on coats and shoes. Children are encouraged to try things for themselves and are pleased by their achievements.

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Behaviour, attitudes and establishing routines Expected standard

The childminder considers children's ages, stages and individual needs when supporting behaviour and routines. She adapts her approach appropriately to help children feel secure and join in. Children develop suitable relationships with the childminder and each other, which helps them to feel included within the setting.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands the importance of regular attendance and maintains appropriate systems for recording attendance and following up absences where needed. However, expectations for children's independence and involvement in routines are not yet consistently extended to help children build further confidence and responsibility in their daily experiences.

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Curriculum and teaching Expected standard

The childminder has a clear understanding of what children need to learn and uses her knowledge of child development effectively to shape the curriculum. She places a clear emphasis on children's communication and language, physical development and personal, social and emotional development. Children generally benefit from experiences that support learning across all areas of the early years foundation stage.

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Curriculum and teaching Expected standard

The curriculum is adapted appropriately to meet children's differing ages, stages and individual needs. The childminder uses children's starting points and next steps to help shape activities and interactions throughout the day. For example, younger children are supported to develop physical confidence through outdoor exploration and opportunities to test their abilities, while older children develop their language and mathematical understanding through conversations, simple counting activities and everyday routines.

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Curriculum and teaching Expected standard

Teaching is effective and reflects children's interests. The childminder generally uses appropriate language to introduce new vocabulary and encourage children to think, respond and solve problems during play and daily routines. Children are interested in activities and are willing to join in and learn. The childminder reflects on planned activities and makes suitable adaptations to support children's needs. On the whole, children remain engaged in learning and make progress across the areas of the curriculum.

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Inclusion Expected standard

The childminder creates an inclusive and nurturing environment where children and families are known well. She identifies children's individual needs effectively through secure knowledge of their starting points, ongoing observations and discussions with parents and other professionals. As a result, children receive tailored support and make good progress from their starting points.

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Inclusion Expected standard

The childminder works closely with parents, local settings and other professionals to support continuity in children's care and learning. She adapts activities, routines and teaching approaches successfully to meet children's differing ages, stages and needs, ensuring all children remain included and engaged in learning.

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Inclusion Expected standard

Disadvantaged children are supported well. Early years pupil premium funding is used thoughtfully to help maintain attendance and provide access to a wide range of experiences and outings. The childminder is responsive to families' changing circumstances and offers practical support to help reduce barriers to children's learning and wellbeing.

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Inclusion Expected standard

The childminder uses a plan, do, review approach to reviewing children's progress and adapting support where needed. However, systems for recording and demonstrating progress over time are not yet fully consistent. Strengthening these would help to more clearly evidence the impact of teaching and support for parents and professionals.

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Leadership and governance Expected standard

The childminder has a clear understanding of her responsibilities and demonstrates an appropriate awareness of the setting's strengths and areas for development. She reflects on her practice and engages in relevant professional development to strengthen her knowledge and support outcomes for children. For example, the childminder regularly completes training linked to safeguarding, child development and curriculum practice, which informs her day-to-day teaching and care.

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Leadership and governance Expected standard

The childminder takes decisions that are in the best interests of children and families. She works closely with parents and other professionals to support children's learning, wellbeing and transitions. Parents speak positively about the support they receive and value the childminder's communication, flexibility and commitment to meeting children's individual needs.

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Leadership and governance Expected standard

Appropriate systems and procedures are in place to support the safe and effective running of the setting. Policies and records are maintained and reviewed regularly, including safeguarding and risk assessment documentation. The childminder considers her own workload and wellbeing appropriately, using systems and resources to help maintain suitable care and teaching. However, arrangements for monitoring children's learning and development over time are not always used consistently to help identify precisely how children's learning can be extended further. As a result, opportunities to build more effectively on what children already know and can do are sometimes missed.

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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 confidently to this warm, welcoming setting, where they are greeted with kindness and quickly settle into play. They develop positive and trusting relationships with the childminder, who knows them and their families well. Children feel safe, secure and valued, seeking reassurance and affection confidently and showing a clear sense of belonging within the setting.

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

Children achieve well because the childminder has a secure understanding of their individual starting points, interests and next steps. She uses this knowledge effectively to shape experiences and interactions that support children's development across all areas of learning. Children are curious, motivated and eager to join in. For example, younger children develop confidence in their physical skills as they use wheeled toys and climbing equipment outdoors, while older children build their communication, language and mathematical understanding as they count during routines and talk about what they are doing in play.

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

Children behave well and show positive attitudes to learning. They learn to take turns, share and consider the feelings of others through the childminder's calm and consistent support. Children are increasingly independent and confidently manage routines such as washing hands, tidying away resources, preparing snacks and putting on coats and shoes. They are pleased with their achievements and enjoy helping one another.

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

Children benefit from an environment that offers opportunities for exploration, investigation and sensory experiences. They enjoy regular outdoor play, visits within the local community and activities that help them learn about nature, healthy lifestyles and the world around them. The childminder supports children's emotional wellbeing effectively and responds sensitively to their individual care and medical needs. As a result, children develop the skills they need for their future learning in this caring and inclusive setting.

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Next steps

The childminder should strengthen how information about children's learning and development is shared with parents, so that parents receive more consistent information about how they can support their children's ongoing learning at home. The childminder should develop further how she identifies and builds on what children already know and can do, so that children receive more timely support to extend and deepen their learning.

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About this inspection

The inspector spoke with the provider 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 - 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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