Childminder

Childminder

Unique reference number (URN): 2799184 Registered with Ofsted: 23/08/2024 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 excellent progress because the curriculum is well matched to their developmental stages. They develop physical confidence as they climb, balance, ride bikes and take part in imaginative outdoor play. Indoors, they join in songs, stories and creative activities with enthusiasm, showing increasing control and coordination in their movements.

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Achievement Strong standard

Children's early literacy and mathematical skills are developing rapidly. For example, children recite numbers independently while pointing to the correct symbols. They follow multi-step instructions, recall stories and use new vocabulary confidently. These skills are reinforced through daily routines, such as identifying their water bottles, choosing snacks and participating in group activities.

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Achievement Strong standard

Children apply what they learn across different situations. They talk about their families and identify similarities and differences. Children use language linked to emotions, such as pointing to cushions or mirrors to show how they feel. They remember previous learning and use it during play and discussion. Children show determination and pride in their achievements, concentrating during tracing activities and adjusting their work carefully.

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Achievement Strong standard

Children develop well from their starting points. Younger children develop early communication skills through songs, gestures and simple vocabulary, while older children build confidence in phonics, number recognition and storytelling. The childminder and assistants support children's emerging speech by modelling language, using repetition and providing targeted small-group activities. Their growing confidence and curiosity prepare them well for the next stage of their learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder creates a calm, well-organised environment where children consistently understand what is expected of them. Clear, predictable routines help children feel secure and support their growing independence. They know where resources belong, follow hygiene routines and move confidently between activities. Staff adapt expectations sensitively so that younger children or those needing extra support can participate successfully, for example, offering additional modelling on the use of stairs or breaking tasks into smaller steps.

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Behaviour, attitudes and establishing routines Strong standard

Children behave kindly and respectfully. They share resources, help one another and respond well to gentle reminders. Older children naturally support younger ones, including helping them with routines and play. Assistants model positive behaviour consistently, and children reflect this in their interactions. Stories and discussions help children understand emotions and behaviour, reinforcing expectations in a positive and age-appropriate way.

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Behaviour, attitudes and establishing routines Strong standard

Children show positive attitudes to learning. They become deeply absorbed in activities, concentrate for sustained periods and take pride in their achievements. They persevere during structured tasks, such as tracing shapes or learning new sounds, and respond positively to encouragement. Attendance is monitored closely, with the childminder following up absences promptly. This helps ensure that children benefit fully from the experiences on offer and that any emerging needs are identified early. Children also learn how to keep themselves safe through everyday routines, such as using the stairs carefully, keeping hydrated in hot weather and following guidance on slide safety.

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Children's welfare and wellbeing Strong standard

Children's wellbeing is at the heart of the childminder's practice. They form warm, trusting relationships with staff, who understand their individual routines and needs. For example, staff recognise when children need support or reassurance and offer comfort. They respond sensitively to children's cues. For example, when children need to rest, they prepare the sleep room calmly and sensitively, settling them with familiar routines and remaining close by. Children feel secure, valued and confident as they move through the day. Staff respond sensitively to children's cues, offering reassurance when needed and helping them settle quickly into activities.

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Children's welfare and wellbeing Strong standard

The childminder creates a calm, predictable atmosphere where children feel emotionally safe. Children remain relaxed and content throughout the day, returning to play easily after brief moments of support. They show confidence in exploring the environment, choosing activities and engaging with others. Staff promote emotional literacy through stories, discussions and resources such as mirrors and emotion cushions, helping children begin to recognise and express how they feel.

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Children's welfare and wellbeing Strong standard

Healthy lifestyles are promoted effectively. Children enjoy balanced 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 after meals and messy activities. Care practices, including toileting, feeding and rest, are managed sensitively and flexibly, ensuring that children's individual needs are met.

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Curriculum and teaching Strong standard

The childminder has created a curriculum that reflects the needs and interests of the children in her care. Communication and emotional development sit at the heart of her approach, with songs, stories and conversations woven naturally through the day. Activities are purposeful and varied, giving children opportunities to explore, practise skills and build new knowledge. Phonics, early mathematics, art and emotional literacy are introduced through engaging experiences that capture children's attention and encourage them to think.

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Curriculum and teaching Strong standard

Teaching is responsive and well timed. Staff introduce new vocabulary, model language clearly and encourage children to express their ideas. They use stories to help children understand behaviour and emotions, and they adapt their support so that each child can take part successfully. During a Father's Day activity, staff skilfully adapted the learning so that all children could participate meaningfully. For example, younger children explored paint and early mark-making while older children focused on recognising the letters 'D-A-D' and repeating the corresponding sounds. These thoughtful adaptations show how teaching is both inclusive and well matched to children's developmental stages, enabling every child to access the curriculum fully.

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Expected standard

Mathematical ideas are threaded naturally through the day. Staff support children to count, sequence numbers and recognise letters and symbols with increasing accuracy. Fine motor skills are strengthened through tracing, painting and mark-making, while outdoor play supports children's physical development. Staff use assessment thoughtfully, knowing children's starting points and next steps and adapting activities to match their needs. This ensures that learning is meaningful and builds progressively over time.

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Inclusion Expected standard

The childminder takes time to understand each child's background, routines and interests. She uses this knowledge to shape activities so that children of different ages can participate meaningfully. Children are welcomed warmly and treated with respect, and the environment supports their communication, confidence and sense of identity. Staff respond sensitively to children's cues and adapt their interactions so that every child feels included and able to contribute.

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Inclusion Expected standard

The childminder monitors children's development through observation, discussion with parents and regular reviews. She uses this information to identify next steps and to ensure that children's learning builds steadily over time. Parents are encouraged to share what their children are doing at home, helping to create a consistent picture of each child's progress. This two-way communication supports children's wellbeing and helps staff understand how best to support them.

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Inclusion Expected standard

The childminder recognises the importance of the early identification of special educational needs and/or disabilities. She takes appropriate action for children with emerging needs and is beginning to build her knowledge of how to support children with additional needs. However, her confidence in recognising a range of needs and planning targeted support is still developing. While she is proactive to seek advice and training, this aspect of practice is not yet fully embedded.

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Leadership and governance Expected standard

The childminder is committed to providing high-quality care and learning, and this is reflected in the way she organises the setting and supports her team. She has established clear routines that help the day run smoothly and maintains open, constructive communication with families. The environment is reviewed regularly, and she makes thoughtful adjustments to ensure that it remains purposeful and well organised. This contributes to a setting where her assistants understand their roles and work confidently together to support children's learning and wellbeing.

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Leadership and governance Expected standard

The childminder invests time in developing and strengthening practice across the team. Induction is thorough, and ongoing training is used to build knowledge and confidence. Daily discussions, shared planning and reflective conversations help the team understand what is working well and where practice can be strengthened. Assistants feel valued and supported, and this contributes to the calm, consistent approach seen across the setting. While the childminder takes appropriate action to support children, her confidence in identifying special educational needs and/or disabilities and planning targeted support is still developing. Strengthening this aspect of her practice will help her ensure that all children's needs are recognised and responded to swiftly. With her reflective approach and commitment to improvement, she is well placed to build this area further.

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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, nurturing home-based setting. They form trusting relationships 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 interactions with staff and each other, treating one another with genuine warmth and familiarity. They engage openly with adults, sharing what they are doing, inviting others into their play and showing clear enjoyment in being part of the group, which reflects their emotional security and strong connection to the setting. The atmosphere is calm, friendly and predictable, helping even the youngest children feel safe and ready to explore.

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

Children benefit from a rich and varied curriculum delivered through play, routines and structured activities. They become deeply engaged in singing, dancing, art, small-world play and outdoor experiences, often sustaining their focus for long periods. During a Father's Day activity, children recognised letters, repeated sounds and remained absorbed as they decorated their cards, showing how learning is woven naturally into enjoyable, meaningful experiences. They talk confidently about their families, recall familiar events and share stories about people who matter to them, helping them make sense of their world and strengthening their communication skills. Staff respond sensitively to children's cues, extending conversations and encouraging them to express their ideas.

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

Independence is woven through the routine. Children collect their own shoes, wash their hands, choose their snacks and help themselves to water, managing these tasks with growing confidence and pride. They play cooperatively, take turns and show kindness towards one another, often helping friends without being prompted. Outdoors, they climb, balance, ride bikes and invent imaginative games that build physical confidence and social awareness. Children thrive because they feel known, valued and part of a close community, where their interests are recognised and their efforts celebrated.

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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 with 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 : 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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