Childminder

Childminder

Unique reference number (URN): 2784581 Registered with Ofsted: 05/06/2024 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 Strong standard

Children make rapid progress from their starting points because learning experiences are well matched to their developmental needs and interests. Young children develop physical skills as they climb, balance, ride bikes and participate in parachute games. They engage readily with songs, stories and sensory experiences and respond to familiar words and gestures in both languages.

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Achievement Strong standard

Older children develop early literacy and mathematical knowledge. They follow multi-step instructions, recall stories with increasing detail and use new vocabulary confidently. Children independently count, sequence and compare quantities, demonstrating secure mathematical understanding. Children apply learning across different situations. They use Russian and English flexibly depending on who they are speaking to, showing strong communication skills and cultural awareness. They recall previous learning, such as story content or road safety rules, and apply this knowledge during play and discussion.

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Achievement Strong standard

All children, including those who may face barriers to learning, become independent learners who make choices, solve problems and persevere with challenges. They show resilience during structured art activities, following each modelled step and adapting their work with concentration and pride. Children with emerging English skills make strong progress because peers repeat key vocabulary for them, adults model language in both Russian and English, and activities are adapted so all children can participate confidently. The childminder's sharp focus on communication and language helps children develop the foundational knowledge and confidence needed for their next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has created a calm and positive environment where children understand what is expected of them. Routines are well established and help children feel secure. Children know where resources belong, manage aspects of their personal care and confidently participate in daily routines. Adults adapt routines sensitively, such as giving younger children extra time to transition between activities or offering bilingual reminders to support understanding.

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Behaviour, attitudes and establishing routines Strong standard

Relationships are warm and respectful. Children show kindness towards one another, readily sharing resources, helping each other and offering comfort when needed. Older children naturally support younger children, including helping them with language, routines and play. Staff model positive behaviour consistently, which children reflect in their interactions.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate positive attitudes to learning. They become deeply engaged in activities, concentrate for sustained periods and show pride in their achievements. They persevere during structured tasks, such as following instructions or learning new vocabulary, and respond positively to encouragement. Children collaborate well, solve problems together and show increasing confidence in expressing their ideas. Children learn how to keep themselves safe through everyday routines and discussions. They understand road safety rules during bike play, follow trampoline safety expectations and manage risks appropriately outdoors.

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Behaviour, attitudes and establishing routines Strong standard

Attendance is monitored closely. The childminder follows up absences promptly, discusses patterns with families and offers flexible settling routines when children return, helping them re-establish confidence and continuity in learning.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are central to the childminder's practice. They develop warm and trusting relationships with adults, who take time to understand their individual routines, preferences and needs. Children feel secure, valued and confident as they move through the day. The childminder creates a calm and predictable environment where children feel emotionally safe. Adults offer reassurance when needed and respond sensitively to children's cues, helping them feel settled and ready to engage. Children remain relaxed and content throughout the day, returning to play easily after seeking brief comfort or support.

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Children's welfare and wellbeing Strong standard

Healthy lifestyles are promoted well. Children enjoy nutritious meals, talk about what they are eating and take part in physical play that supports their coordination and strength. Hygiene routines are firmly embedded. Children wash and dry their hands independently, wipe their faces after lunch and dispose of wipes appropriately, showing growing confidence in managing their own care.

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Children's welfare and wellbeing Strong standard

Children develop independence through secure routines and responsive care. They move comfortably between play, interaction and exploration, demonstrating strong emotional security. Care practices, including toileting, feeding and rest, are managed sensitively and flexibly to meet individual needs. For example, during lunchtime, adults discreetly support children who need help opening containers or managing cutlery, while encouraging others to take the lead, ensuring each child feels capable and respected.

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Curriculum and teaching Strong standard

The childminder has an ambitious curriculum with a sharp focus on maintaining and developing children's Russian language skills. She plans experiences that build on what children already know and can do, ensuring they develop across all areas of learning.

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Curriculum and teaching Strong standard

Teaching is purposeful and responsive. Adults skilfully model language, introduce new vocabulary and encourage children to talk about their experiences. During a world map activity, the childminder extended children's thinking by discussing habitats, continents and where animals live, deepening their understanding through questioning and explanation. Adults adapt language for children when needed, ensuring all children can participate fully. Mathematical concepts are woven naturally into play and routines. Children count, sequence numbers, compare quantities and use mathematical language confidently. Fine motor development is promoted through threading, scissors, mark making and play dough. Art activities are linked to stories to help children consolidate their learning and express their creativity.

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Expected standard

Assessment is used effectively to identify next steps and tailor learning. Activities are adapted so that younger children explore sensory materials while older children extend their thinking through structured tasks. Adults encourage problem-solving and perseverance, such as when children follow multi-step drawing instructions or work out how to sequence ladybird spots.

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Inclusion Expected standard

The childminder knows children well and gathers detailed information about their routines, interests and developmental stages. She adapts activities so that children of different ages and language backgrounds can participate meaningfully. For example, during a drawing activity, staff provided simplified verbal instructions for younger children while offering extended descriptive language in Russian for older children, ensuring each child could access the learning at their own level. Children are welcomed, included and valued, and the bilingual environment supports their cultural identity and communication skills.

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Inclusion Expected standard

The childminder monitors children's development through observation, discussion with parents and termly progress reviews. She identifies next steps and works closely with families to support children's learning and wellbeing. Children benefit from consistent approaches between home and the setting. Children learn alongside one another, help each other during play and celebrate each other's achievements. For example, children often support peers by repeating key words in both languages or showing younger children how to use tools during art activities, strengthening their confidence and sense of belonging. The childminder's nurturing ethos helps children develop positive relationships and a strong sense of belonging.

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Inclusion Expected standard

The childminder understands the importance of early identification of special educational needs and/or disabilities and takes appropriate action to support children. However, her confidence in identifying needs and planning targeted support strategies is still developing. This limits the extent to which inclusive practice is fully embedded across the setting.

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Leadership and governance Expected standard

The childminder is reflective and committed to providing high-quality education and care. She understands her strengths and areas for development and takes action to improve her practice. Recent professional development, including speech support strategies, has strengthened her work with children. The childminder monitors teaching and supports the assistants to develop their practice further.

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Leadership and governance Expected standard

The childminder makes decisions that are firmly focused on children's needs. She reviews the environment regularly and has made improvements to safety, including written risk assessments, finger guards and adult deployment arrangements outdoors. Parents speak positively about communication and the support their children receive. The childminder engages in professional development and uses self-evaluation effectively. She maintains required records, monitors attendance and manages risks appropriately. Assistants enjoy working in this setting, are highly supported, understand routines and know children well.

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Leadership and governance Expected standard

The childminder works with external professionals when needed, making appropriate referrals where necessary, implements agreed strategies with families and ensures emerging needs are responded to promptly and consistently. However, the childminder's understanding of identifying emerging needs and planning targeted support strategies is less developed than other aspects of her practice. Although she has taken appropriate action, her confidence in identifying children who may have special educational needs and/or disabilities is not yet fully secure.

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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 in this warm, bilingual home-based setting. They form secure attachments with the childminder and assistants, confidently seeking comfort when needed and exploring the environment with increasing independence. Children show pride in their achievements and enjoy positive relationships with staff and each other. Children share things they have collected on the way in with assistants, demonstrating the strong sense of belonging and affection children feel here.

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

Children benefit from a rich and varied curriculum delivered in Russian and English. They become deeply engaged in activities that reflect their interests and next steps. During a world map activity, children identified animals, habitats and continents, building on their existing knowledge with curiosity and sustained focus. Children confidently switch between languages, using Russian and English flexibly depending on who they are speaking to. They support one another socially and linguistically, translating words and adapting language to support peers.

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

Children develop strong independence skills. They put on their own shoes and jumpers, access water independently and manage their own hygiene with minimal support. Children collaborate well, share resources and show kindness during play. They follow routines confidently and understand expectations, contributing to a calm and purposeful atmosphere.

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

Children build successfully on what they already know and can do. They develop early literacy, mathematical understanding and physical skills through well-planned activities. Children count ladybird spots, sequence numbers independently and use mathematical language confidently in play. They develop fine motor skills through art, mark making and play dough, and gross motor skills through outdoor play, bikes and parachute games. Children thrive because their cultural identity is valued, their home language is celebrated, and they experience a strong sense of community.

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Next steps

The childminder should strengthen her knowledge of emerging special educational needs and/or disabilities so that she can respond swiftly and shape provision more precisely when children require additional support.

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About this inspection

The inspector spoke to the childminder, assistants 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 : 09:00 - 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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