Childminder

Childminder

Unique reference number (URN): 2785452 Registered with Ofsted: 30/04/2024 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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Achievement Expected standard

Children make secure progress from their starting points. The childminder understands how children develop and adapts her practice to support children's learning. Children are developing their mathematical skills. For example, they count natural objects during outings, snack and story times. Children are building on their physical development, including movement and coordination. They use resources in diverse ways, which supports their throwing, climbing and balancing skills. Children demonstrate secure relationships by seeking out the childminder when they need comfort or support, for example seeking a hug and then returning to their play once they feel reassured.

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Achievement Expected standard

The childminder promotes independence, for example supporting children to wash their hands. However, children often rely on her to complete tasks for them, such as wiping their noses. They are not consistently given enough opportunities to practise self-care skills. As a result, they are not always achieving as much as they could in this area. Children, including those who may face barriers, are supported well.

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Behaviour, attitudes and establishing routines Expected standard

The childminder teaches children to learn rules and boundaries. She reinforces these when necessary to all children, for example reminding the children not to run when inside. The childminder establishes warm and responsive relationships with children. She demonstrates a clear understanding of the importance of secure attachments in supporting children's emotional wellbeing and development. Children feel safe, secure and valued, which contributes positively to their confidence, resilience and happiness.

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Behaviour, attitudes and establishing routines Expected standard

The childminder acts as a positive role model and sets clear expectations for behaviour. Children show trust, confidence and familiarity with routines and the environment. The childminder models respectful language and manners throughout the day, including at snack times and mealtimes. This helps children learn how to listen, respond and behave considerately towards others. The childminder supports children effectively to understand and manage their emotions, helping them to develop a positive sense of self. Through sensitive guidance and supported interactions, children learn to cooperate, take turns and resolve minor conflicts, such as those that arise when sharing toys or engaging in group play. As a result, children are developing positive relationships with others and are beginning to show kindness towards one another.

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive attitudes to their learning. They are engaged and willing to try activities, and they show high levels of concentration and enjoyment in activities. For example, children develop their imagination skills as they play with tractors and dinosaurs in the sand. The childminder has developed close relationships with parents and carers and knows them well. She monitors attendance and understands the importance of children's regular attendance.

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Children's welfare and wellbeing Expected standard

The childminder knows the children well, and parents and carers comment positively on the positive, caring relationships she has developed with their children. Clear and ongoing communication with parents helps her respond effectively to children's changing needs. She values each child's individuality and adapts her approach accordingly. Secure attachments support children's emotional wellbeing, and children develop emotional awareness through her warm and sensitive responses.

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Children's welfare and wellbeing Expected standard

All children, including those who may face barriers to learning, benefit from the childminder's nurturing, responsive care. They confidently seek her out when they are upset or unsettled, knowing that she will meet their physical and emotional needs, offering comfort and reassurance when children feel sad or need support. The childminder promotes children's health and wellbeing effectively. Children benefit from the nutritious meals and snacks she provides, and she carefully considers dietary requirements, allergies and intolerances. Mealtimes are organised to promote children's social development. Children sit together with the childminder to eat and talk, learning good manners such as saying 'please' and 'thank you' and using cutlery.

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Children's welfare and wellbeing Expected standard

Children develop their physical stamina through regular walks in the local community and by using large play equipment at nearby parks, helping to strengthen their physical skills and coordination.

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Curriculum and teaching Expected standard

The childminder demonstrates a secure understanding of how young children learn and develop. She uses children's interests effectively to support key areas of learning. The childminder plans activities that are tailored to children's starting points, individual needs and stages of development. For example, during a Father's Day craft activity, she recognises when younger children struggle slightly to use the tools available, and adapts the task by providing alternative resources. She consistently offers encouragement and praise to support children to achieve.

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Curriculum and teaching Expected standard

The childminder supports children to develop the skills they need for future learning and the next stage in their development. However, the childminder does not always fully support and extend children's developing independence. She does not focus on opportunities to build on children's self-help skills, such as during daily routines, including mealtimes.

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Curriculum and teaching Expected standard

The childminder supports children's physical development well. Children enjoy riding push- along toys and taking part in throwing and balancing activities. Mathematical concepts are introduced through everyday experiences, such as singing number songs, counting snack items and the reading of books.

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Curriculum and teaching Expected standard

The childminder adapts her practice for children with special educational needs and/or disabilities by providing a language-rich environment. However, although the curriculum is broad and well sequenced, the quality of interactions is not yet consistently embedded across all areas of learning. For example, during handwashing routines, frequent questioning limits the time children have to process and respond. This does not consistently support their communication and language development.

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Inclusion Expected standard

The childminder gathers detailed information from parents and carers when children first start. This includes their child's individual needs, home experiences and stage of development. She maintains regular communication with parents to ensure information remains up to date. As a result, care and support are tailored to meet children's needs. The childminder works effectively with parents to identify and address any barriers to learning and development. For example, she has identified speech and language development as an area where some children require additional support, and she has implemented strategies to help promote progress. She also adapts the environment where necessary to ensure all children can access and participate fully in activities and experiences.

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Inclusion Expected standard

The childminder monitors children's progress through observation and ongoing assessment. She uses this information to identify what children know and can do, any areas where they may need additional support and appropriate next steps. Parents speak positively about the support they receive. They report that discussions with the childminder about their child's speech and language development helped them to recognise the need for additional support and to access relevant services. The childminder seeks advice and undertakes research when needed to help meet children's individual needs. She understands how additional funding can be used to support children's development and inclusion. She is committed to further developing her knowledge of supporting disadvantaged children and those children with special educational needs and/or disabilities.

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Leadership and governance Expected standard

Since registration, the childminder has worked hard to create a warm, home-from-home environment where children feel safe and enjoy learning. She supports children to develop the skills and knowledge they need for their next stages of learning.

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Leadership and governance Expected standard

The childminder has a secure understanding of her responsibilities in relation to safeguarding and inclusion. She knows how to recognise and respond to concerns and seeks advice and support when required. The childminder understands how to support children with special educational needs and/or disabilities, including the importance of early identification and working in partnership with families. She seeks guidance and support from the local authority and local childminding network to help ensure children receive the support they need.

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Leadership and governance Expected standard

The childminder engages well with parents and carers, and keeps them informed about their children's learning. Parents comment positively about how they work together to give their children the same routine at home and at the setting. The childminder has completed relevant safeguarding training and qualifications. Through reflections on her knowledge and practice, she has proactively booked further face-to-face safeguarding training to strengthen her understanding even further. Through evaluating her provision, she has also identified a desire to further develop her knowledge of supporting children with special educational needs and/or disabilities. She plans to undertake an additional qualification within this area.

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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 enjoy a warm, caring and homely environment where they feel safe, happy and valued. They form secure relationships with the childminder, which helps them feel confident and ready to learn. Children settle well into the setting, supported by the childminder's positive partnerships with parents and carers. She takes time to understand children's individual needs and home routines from the outset, and uses this information to provide consistent care. Parents comment that the childminder is incredibly caring, nurturing and genuinely thoughtful. Children make secure progress from their starting points and show enthusiasm for learning. They benefit from a variety of experiences, including regular outings, that help extend their understanding of the world around them.

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

Children actively explore, play and learn through activities that reflect their interests. For example, they enjoy throwing beanbags into a basket, joining in with songs and actions, and take part in sensory experiences. The childminder responds to children's sounds and gestures, and models language to support their developing speech. However, she does not always give children time to process instructions or the language used. Children have a secure sense of belonging and feel fully included within the setting. They play alongside children of different ages and are supported to share, take turns and develop friendships. Children demonstrate kindness and consideration towards others, such as helping a younger child pick up their cup from the floor. Positive relationships with parents and families contribute to a welcoming environment where children feel valued, respected and supported.

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

Children thrive in this safe and nurturing environment, where their individual needs and unique personalities are recognised and valued. They confidently seek reassurance, support and guidance from the childminder, demonstrating that they feel secure and emotionally well supported. Children show growing independence in their play and daily routines. However, sometimes, the childminder does not always extend and support children's independence and self-care skills. Overall, children are happy, settled and engaged in their learning. They develop the skills, confidence and resilience needed for their next stages of learning and development. Where children may require additional support to thrive, the childminder works closely with parents, sharing ideas and guidance. She signposts them to relevant services and sources of support. Children attend regularly and benefit from the consistency of care and learning experiences provided.

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Next steps

The childminder should ensure that she consistently promotes children's growing independence skills to allow children to carry out tasks by themselves. The childminder should consistently give children enough time to think and respond when asking questions, to support them to develop their language skills further.

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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,Thursday,Friday : 07:30 - 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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